Papers by A/prof Clare Delany
A common goal of ethics education is to equip students who later become health practitioners to n... more A common goal of ethics education is to equip students who later become health practitioners to not only know about the ethical principles guiding their practice, but to also autonomously recognize when and how these principles might apply and assist these future practitioners in providing care for patients and families. This article aims to contribute to discussions about ethics education pedagogy and teaching, by presenting and evaluating the use of the visual arts as an educational approach designed to facilitate students' moral imagination and independent critical thinking about ethics in clinical practice. We describe a sequence of ethics education strategies over a 3 year Doctor of Physiotherapy program, focusing on the final year professional ethics assessment task, which involved the use of visual arts to stimulate the exploration of ethics in healthcare. The data (in the form of student essays about their chosen artwork) were analyzed using both thematic and content ana...
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Optometry and Vision Science, 2020
SIGNIFICANCE No research in optometric education that uses Moore's concept of creativity and ... more SIGNIFICANCE No research in optometric education that uses Moore's concept of creativity and object-based learning to cultivate “soft skills” exists. The design and outcomes of this study will contribute to the body of optometric education, and future research will assess the applicability of these findings to other allied health disciplines. PURPOSE Optometrists, like all health care professionals, need to be proficient in soft skills such as effective communication and interpersonal skills. Rather than assuming these soft skills can be developed “on the job,” we implemented a teaching intervention for students to develop their communication, interpersonal, and teamwork skills. METHODS Students from optometry, arts management, and animation attended an autobiographical museum in interdisciplinary groups and examined an artifact relating to aspects of professionalism mentioned previously. We evaluated whether and how students experienced this activity as enhancing their creativity and other soft skills via survey results and thematic analysis of their reflective essays. RESULTS Our findings showed that this group work has augmented their professional development, with approximately 90% of the students reporting that it had helped in critical self-reflection and future improvement of communication and interpersonal skills. Eighty percent of the students stated that this group work was beneficial and enjoyable and recommended object-based and interdisciplinary learning to be embedded in future group work. Themes generated from the essays were the following: (a) perceptions of object-based learning in a museum and (b) insights into group work experiences. CONCLUSIONS This is the first pilot study that investigates group work across optometry and nonclinical disciplines in a post-graduate curriculum using museum objects. Our findings, based on students' perceptions, imply that students emerged from the program with the intent to transfer their learning to their future practice. We propose that this purposefully designed-based and creative group work may support the development of professional attributes essential for optometric students.
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Advances in Health Sciences Education, 2015
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BMJ quality & safety, Jan 11, 2017
As medical students transition to become trainee doctors, they must confront the potential for ma... more As medical students transition to become trainee doctors, they must confront the potential for making medical errors. In the high stakes environment of medicine, errors can be catastrophic for the patients and for doctors themselves. Doctors have been found to experience guilt, shame, fear, humiliation, loss of confidence, deep concerns about their professional skills and social isolation, effectively becoming the second victim of an error.1 ,2 A number of programmes and practices have been suggested to provide psychological first aid to second victims after an error has occurred.3 Little attention, however, has focused on how medical training can prepare doctors for the inevitability of error, and thus help protect them from potentially severe emotional consequences in the future. The WHO has developed the Patient Safety Curriculum Guide for Medical Schools , which includes training on understanding and learning from mistakes.4 In addition, the case has been made for error management training in which students are encouraged to experience error in safe settings, such as simulation exercises.5 ,6 While these approaches are promising, a more broad-spectrum psychological intervention aimed at changing how students perceive mistakes and cope with setbacks could be advantageous. Research from social psychology suggests a promising intervention that could help assist students in being resilient when encountering difficulties and setbacks. Mindset theory holds that our implicit assumptions about the origins of abilities such as intelligence and talent have a profound impact on how we view mistakes or failure.7 Those with a fixed mindset believe that ability is endowed and static, and thus a failure indicates a lack of ability. Those with a growth mindset view ability as acquired through effort, practice and learning from setbacks, and thus a failure represents an opportunity for development and improvement. A great deal of research …
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BMC Palliative Care, 2017
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Patient Education and Counseling, 2015
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Genetics in Medicine, 2014
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The Clinical Teacher, 2013
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Physical Therapy, 2011
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Physical Therapy, 2011
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BMC Medical Education, 2014
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A common goal of ethics education is to equip students who later become health practitioners to n... more A common goal of ethics education is to equip students who later become health practitioners to not only know about the ethical principles guiding their practice, but also to autonomously recognise when and how they might apply and assist them in the care they provide for patients and families. This paper aims to contribute to discussions about ethics education pedagogy and teaching, by presenting and evaluating the use of the visual arts as an education approach designed to facilitate students’ moral imagination and independent critical thinking about ethics in clinical practice. We describe a sequence of ethics education strategies over a 3 year Doctor of Physiotherapy program, focusing on the final year professional ethics assessment task which involved the use of visual arts to stimulate exploration of ethics in healthcare. The data (in the form of student essays about their chosen artwork) was analysed using both thematic and content analysis. Two key themes centred on emotiona...
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Optometry and Vision Science: November 2020 - Volume 97 - Issue 11 - p 962-969, 2020
SIGNIFICANCE No research in optometric education that uses Moore's concept of creativity and ... more SIGNIFICANCE No research in optometric education that uses Moore's concept of creativity and object-based learning to cultivate “soft skills” exists. The design and outcomes of this study will contribute to the body of optometric education, and future research will assess the applicability of these findings to other allied health disciplines. PURPOSE Optometrists, like all health care professionals, need to be proficient in soft skills such as effective communication and interpersonal skills. Rather than assuming these soft skills can be developed “on the job,” we implemented a teaching intervention for students to develop their communication, interpersonal, and teamwork skills. METHODS Students from optometry, arts management, and animation attended an autobiographical museum in interdisciplinary groups and examined an artifact relating to aspects of professionalism mentioned previously. We evaluated whether and how students experienced this activity as enhancing their creativi...
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Higher Education Research & Development, 2016
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As medical students transition to become trainee doctors, they must confront the potential for ma... more As medical students transition to become trainee doctors, they must confront the potential for making medical errors. In the high stakes environment of medicine, errors can be catastrophic for the patients and for doctors themselves. Doctors have been found to experience guilt, shame, fear, humiliation, loss of confidence, deep concerns about their professional skills and social isolation, effectively becoming the second victim of an error.1 ,2
A number of programmes and practices have been suggested to provide psychological first aid to second victims after an error has occurred.3 Little attention, however, has focused on how medical training can prepare doctors for the inevitability of error, and thus help protect them from potentially severe emotional consequences in the future. The WHO has developed the Patient Safety Curriculum Guide for Medical Schools, which includes training on understanding and learning from mistakes.4 In addition, the case has been made for error management training in which students are encouraged to experience error in safe settings, such as simulation exercises.5 ,6 While these approaches are promising, a more broad-spectrum psychological intervention aimed at changing how students perceive mistakes and cope with setbacks could be advantageous. Research from social psychology suggests a promising intervention that could help assist students in being resilient when encountering difficulties and setbacks.
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Bookmarks Related papers MentionsView impact
BMC Medical Education, 2014
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Papers by A/prof Clare Delany
A number of programmes and practices have been suggested to provide psychological first aid to second victims after an error has occurred.3 Little attention, however, has focused on how medical training can prepare doctors for the inevitability of error, and thus help protect them from potentially severe emotional consequences in the future. The WHO has developed the Patient Safety Curriculum Guide for Medical Schools, which includes training on understanding and learning from mistakes.4 In addition, the case has been made for error management training in which students are encouraged to experience error in safe settings, such as simulation exercises.5 ,6 While these approaches are promising, a more broad-spectrum psychological intervention aimed at changing how students perceive mistakes and cope with setbacks could be advantageous. Research from social psychology suggests a promising intervention that could help assist students in being resilient when encountering difficulties and setbacks.
A number of programmes and practices have been suggested to provide psychological first aid to second victims after an error has occurred.3 Little attention, however, has focused on how medical training can prepare doctors for the inevitability of error, and thus help protect them from potentially severe emotional consequences in the future. The WHO has developed the Patient Safety Curriculum Guide for Medical Schools, which includes training on understanding and learning from mistakes.4 In addition, the case has been made for error management training in which students are encouraged to experience error in safe settings, such as simulation exercises.5 ,6 While these approaches are promising, a more broad-spectrum psychological intervention aimed at changing how students perceive mistakes and cope with setbacks could be advantageous. Research from social psychology suggests a promising intervention that could help assist students in being resilient when encountering difficulties and setbacks.
This workshop will introduce an innovative pedagogical approach using the visual arts, to foster students’ moral imagination, empathy and independent critical thinking about ethics for their future professional practice. We will present two examples from health disciplines (medicine and physiotherapy) of how visual arts was used to facilitate imaginative, emotional and conceptual thinking about ethics and professional experience.
Participants will have the opportunity to discuss their own disciplinary ethical norms and goals of education and to apply the visual arts pedagogy and methods to design a learning activity for their specific professional disciplinary practice.