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Diversity in health professional education scholarship: a document analysis of international author representation in leading journals.

ABSTRACT: OBJECTIVES:The global distribution of health professionals and associated training programmes is wide but prior study has demonstrated reported scholarship of teaching and learning arises from predominantly Western perspectives. DESIGN:We conducted a document analysis to examine authorship of recent publications to explore current international representation. DATA SOURCES:The table of contents of seven high-impact English-language health professional education journals between 2008 and 2018 was extracted from Embase. ELIGIBILITY CRITERIA:The journals were selected according to highest aggregate ranking across specific scientific impact indices and stating health professional education in scope; only original research and review articles from these publications were included for analysis. DATA EXTRACTION AND SYNTHESIS:The table of contents was extracted and eligible publications screened by independent reviewers who further characterised the geographic affiliations of the publishing research teams and study settings (if applicable). RESULTS:A total 12?018 titles were screened and 7793 (64.8%) articles included. Most were collaborations (7048, 90.4%) conducted by authors from single geographic regions (5851, 86%). Single-region teams were most often formed from countries in North America (56%), Northern Europe (14%) or Western Europe (10%). Overall lead authorship from Asian, African or South American regions was less than 15%, 5% and 1%, respectively. Geographic representation varied somewhat by journal, but not across time. CONCLUSIONS:Diversity in health professional education scholarship, as marked by nation of authors' professional affiliations, remains low. Under-representation of published research outside Global North regions limits dissemination of novel ideas resulting in unidirectional flow of experiences and a concentrated worldview of teaching and learning.

SUBMITTER: Buffone B

PROVIDER: S-EPMC7684802 | biostudies-literature | 2020 Nov

REPOSITORIES: biostudies-literature

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Diversity in health professional education scholarship: a document analysis of international author representation in leading journals.

Buffone Brittany B Djuana Ilena I Yang Katherine K Wilby Kyle J KJ El Hajj Maguy S MS Wilbur Kerry K

BMJ open 20201123 11

<h4>Objectives</h4>The global distribution of health professionals and associated training programmes is wide but prior study has demonstrated reported scholarship of teaching and learning arises from predominantly Western perspectives.<h4>Design</h4>We conducted a document analysis to examine authorship of recent publications to explore current international representation.<h4>Data sources</h4>The table of contents of seven high-impact English-language health professional education journals bet ...[more]

PMID: 33234661

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Project description:BackgroundNursing competency frameworks describe the competencies; knowledge, skills and attitudes nurses should possess. Countries have their own framework. Knowledge of the content of professional competency frameworks in different countries can enhance the development of these frameworks and international collaborations.ObjectiveThis study examines how competencies and task divisions are described in the current professional competency frameworks for registered nurses (RNs with a Bachelor's degree) in the Netherlands, Belgium, the United Kingdom (UK), Canada and the United States (US).MethodsQualitative document analysis was conducted using the most recently published professional competency frameworks for registered nurses in the above-mentioned five countries.ResultsAll the competency frameworks distinguished categories of competencies. Three of the five frameworks explicitly mentioned the basis for the categorization: an adaptation of the CanMEDS model (Netherlands), European directives on the recognition of professional qualifications (Belgium) and an adapted inter-professional framework (US). Although there was variation in how competencies were grouped, we inductively identified ten generic competency domains: (1) Professional Attitude, (2) Clinical Care in Practice, (3) Communication and Collaboration, (4) Health Promotion and Prevention, (5) Organization and Planning of Care, (6) Leadership, (7) Quality and Safety of Care, (8) Training and (continuing) Education, (9) Technology and e-Health, (10) Support of Self-Management and Patient Empowerment. Country differences were found in some more specific competency descriptions. All frameworks described aspects related to the division of tasks between nurses on the one hand and physicians and other healthcare professionals on the other hand. However, these descriptions were rather limited and often imprecise.ConclusionsAlthough ten generic domains could be identified when analysing and comparing the competency frameworks, there are country differences in the categorizations and the details of the competencies described in the frameworks. These differences and the limited attention paid to the division of tasks might lead to cross-country differences in nursing practice and barriers to the international labour mobility of Bachelor-educated RNs.

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Diversity in health professional education scholarship: a document analysis of international author representation in leading journals.

Publications

Diversity in health professional education scholarship: a document analysis of international author representation in leading journals.

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