Medical Education - Theses
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ItemThe indigenous health agenda in medical education( 2017)This thesis describes the indigenous health agenda as a unique landscape located within the wider field of medical education. The indigenous health agenda offers medical educators the opportunity to contribute to indigenous health and wellbeing. The thesis reviews the commitments of medical schools in Aotearoa New Zealand and Australia to the indigenous health agenda and asks how these commitments are currently being enacted and can best be realised in future. The research identifies an indigenous rights to health approach as under-utilised and potentially beneficial. Using Kaupapa Māori methodology a research study consisting of thirty-two semi-structured interviews (28 individual, two joint, and two focus group interviews) was undertaken across two research phases. In Phase One, key informant interviews were conducted to gain insight into stakeholder perceptions of medical school commitments to the indigenous health agenda. In Phase Two, a case study was carried out at The University of Auckland Faculty of Medical and Health Sciences, in which key informants discussed the relevance and potential applications of Phase One findings. Thematic analysis was used to encode and order data. Study findings establish the viability of a rights approach, and bring into focus drivers of the indigenous health agenda, obstacles to the indigenous health agenda, and strategic pathways for the indigenous health agenda. The indigenous health agenda is redefined as building a strong indigenous presence in medical schools via four strategic pathways - indigenous knowledge and information, indigenous process and practice, indigenous personnel, and indigenous resource base - and transforming institutions to enable that presence to have impact. When the four strategic pathways are applied across the domains of clinical teaching and learning, cultural understanding and critical awareness, community relations, and indigenous leadership and organisational autonomy, a 4 X 4 table of the indigenous health agenda is developed. The indigenous health agenda is then understood to consist of ends, means, and motives. The ends are to reduce indigenous health inequities and contribute to indigenous health and wellbeing. The practical means are to develop indigenous presence within and across pathways and domains in medical education. The motives are human rights to health and more specifically and powerfully, indigenous rights to health. Developing each facet of the indigenous health agenda is a task still to be achieved, as is mastering the complex dynamics of equitable partnerships between medical schools and indigenous communities, and between indigenous leaders and their non-indigenous allies. Even so, the thesis predicts a bright future for better understanding and further practical developments of the indigenous health agenda in Aotearoa New Zealand and Australian medical schools.
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ItemHealth self-care using self-quantification : a framework for formalising research and practice( 2016)This PhD thesis examines self-quantification using apps and wearable devices –for short, self-quantification systems (SQS) – specifically for health self-care. Health self-quantification (SQ) is a way of working in which, by using SQS, people can collect, manage and reflect on personal health data in order to gain a better understanding of their own body, behaviour, and interaction with the world around them. A literature review found many unknowns about how SQS are used for health self-care, what constructs could describe the use of SQS and related effects on individuals’ health outcomes, and how such effects could be modelled. The key challenge addressed by this thesis is whether the data management and health management activities within health self-quantification and their constructs can be described comprehensively in order to formalise the research and practice of health self-quantification. This thesis has developed a framework called the health SQ activity framework based on activity theory (AT) and patient activation theory (PAT), to address this challenge. Mixed methods were used to build, test and refine the framework. This framework is important because it is the first step to operationalise health SQ fully. This may in turn benefit a variety of stakeholders: biomedical researchers, developers, health informaticians, healthcare professionals, and personal users who seek to study or make changes in health outcomes. Future research using the framework across a range of conditions and contexts will generate more rigorous evidence about health outcomes from SQS use.
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ItemResonating voices: the joy of hearing and being heard Hearing impaired young adults as vocal trainers( 2016)This thesis examines the creation of public voice workshops for young deaf people by a group of hearing impaired young adults experienced in actor vocal training. The researcher takes on the roles of actor vocal trainer and researcher and engages the hearing impaired adults as participant researchers on a project called Let It Out. At the heart of the thesis, lies the complex relationship between the skill development of the actor vocal training techniques and the group’s ability to authorise, embody and transfer these techniques as deaf vocal trainers. The methodology of participatory action research through performative enquiry is used to analyse the pedagogy and the impact of the actor vocal training techniques. The study documents an approach to applying actor vocal training techniques, which enables a group of hearing impaired young adults to co-construct knowledge about the voice. The research demonstrates that through the embodied and performative pedagogy of actor vocal training, ensemble practice and kinaesthetic learning, a group of hearing impaired young adults becomes a self-empowering community of practice with a shared sense of vocal identity. The thesis proposes that this kind of embodied and performative pedagogy reconfigures the concept of what is legitimate knowledge of the non-hearing voice when it is enacted through the lived body of a hearing impaired person.
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ItemCommunication performance in the career medical interview: a new model for preparation( 2016)The career medical interview is rare in that it is a central discriminator for aspirant doctors and trainees. Not only does the outcome determine the future job prospects for the candidate, but it also decides access to continued education and training. Despite the importance of the interview and these tensions, little training is provided to aspirants and there are often conflicting messages. Furthermore, the interview is not a reliable test measure; it is susceptible to a range of bias and rating difficulties. Additionally, the number of places is outweighed by the number of potential applicants, hence adding further tension to the process. One possible outcome of the lack of training programs specific to the career medical interview is the susceptibility to impression management. Impression management is where a candidate intentionally influences the outcome of an interview by engaging in the active manipulation of their image portrayal. At worst, candidates might engage in faking (where facts are made up or deceitful responses are given). Presently, little is known about the impact or strategies of medical candidates and impression management in the career medical interview. It is known that a key factor in successful career interview performance is the management of anxiety. Too often, anxiety in regards to the interview or communication apprehension can cause distorted behaviour. This may result in excellent candidates being unsuccessful not because they may not be the best candidates, but because they were unable to manage their anxiety sufficiently well. This can result in clinical and training impacts if the wrong candidates are selected. This thesis successfully proposes a new model for communication training for the career medical interview to address these tensions. Drawing on the body of research known as applied theatre, a new training model is developed and tested using psychometric scales designed to measure anxiety. Kirkpatrick’s model of measuring training effect is utilised. This thesis also draws new insight into existing training strategies used by candidates undertaking interviews in Australian medical contexts as well as capturing data in regards to impression management being utilised by currently successful surgical trainees.
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ItemThe implementation of generic skills in Vietnamese universities: facilitators and inhibitors( 2016)This study investigated the question, What factors influenced the implementation of generic skills (GS) in Vietnamese universities? taking into account the perspectives and experiences of university leaders and academics. The Business Administration programs of six diverse Vietnamese universities were used as case studies to examine this question. This study is significant because it examined GS implementation in a developing non-English speaking country with different higher education (HE) contexts and values, whereas most studies about GS implementation derive from Western countries. Thus, it expands our understandings about GS implementation in different HE contexts. It also points out implications for Vietnamese universities to move forward with developing GS. The study employed a multiple qualitative case study approach to capture diverse institutional perspectives on GS implementation processes within the Business schools. There were 69 interviews conducted with university and school leaders, disciplinary and general skills teachers, and staff members within the Youth Union and its associates (YUA). Additionally, relevant information from the universities’ websites, documents collected from participants, and field notes were used. First, data were analysed for each case study using a content analysis approach. Then a cross-case analysis was conducted to highlight similarities and differences in GS implementation among the universities, which also revealed major factors influencing the implementation. The study found that contextual factors significantly influenced GS implementation in the investigated Vietnamese universities. At the national level, the Ministry of Education and Training (MOET) instigated several concurrently-occurring reforms during and prior to this study. In most of the case studies, the other reforms were regulated by the MOET and linked to institutional privileges once completed, whereas GS implementation was not. This led to university leaders focusing on other reforms and delaying or not prioritising GS implementation. Second, university and school leaders found the MOET’s regulations of credits for a program an obstacle for integrating the selected GS into the curriculum. Hence, they involved the YUA extra-curricular activities as an integral component of GS implementation strategy, to compensate for the lack of curriculum autonomy. Third, GS were largely conceived as developing work-readiness skills for students, which is consistent with the industrial training focus of Vietnamese HE. This meant that in the School of Business of the six universities, developing GS for students occurred primarily in work-integrated learning. However, according to many participants, a lack of disciplinary teacher engagement and connection with industries reduced the effectiveness of work-integrated learning. The lack of connection with industries also affected the skills development activities that the YUA offered students. University D stood out in this study as a successful university in developing GS. This was due to their leadership that effectively built teacher capacity and actively supported teachers to engage with GS development in their classes. Linkages with industries, institutional culture that made GS a priority, and the curriculum autonomy granted by the MOET, which were not evident in the other five universities at the time of research, also enabled the progress of GS implementation in this university. This thesis argues that curriculum autonomy, institutional leadership and university-industry linkages are important for the successful implementation of GS in Vietnamese universities.
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ItemLeading schools for innovation and success: five case studies of Australian principals creating innovative school cultures( 2016)This thesis explores the role of principals in developing, leading and sustaining innovative and successful schools. From multiple perspective case studies in five Victorian government primary and secondary schools, a model of leadership was developed which provides a conceptual framework for those aspiring to lead similar schools.