Research suggests that prolonged sedentary behaviour may be associated with adverse health effects such as obesity, type 2 diabetes, cardiovascular disease, some cancers and other health issues (Van Uffelen et al., 2010; Owen et al., 2014). Desk-bound office workers can spend high amounts of time sitting daily, usually for long periods of time without taking breaks (Dunstan et al., 2013).
Sedentary behaviour interventions have been successful at reducing sitting time in the workplace, especially when multiple components are applied.
Therefore, this study aims to determine if a multi-component sedentary behaviour intervention is effective at reducing sitting time during work hours and to also determine which component participants found to be most effective at encouraging them to sit less.
The study design will be a randomised controlled trial. The primary outcome to be measured will be sedentary time during work hours which will be measured with accelerometers. Participants will also complete a self -report analysis of sitting behaviour using the Occupational Sitting and Physical Activity Questionnaire (OSPAQ). The secondary outcome to be measured will be the participants’ perception on how influential each component was at encouraging them to reduce their sitting time. This will be measured via questionnaire.
The Graduate Entry Medical School with the support of colleagues in the Schools of Allied Health, Education and Department of Nursing & Midwifery have developed a Masters in Health Professions Education which is designed to meet the educator training needs of busy health professionals both locally and internationally.
The programme will be offered in two formats to meet the needs of busy healthcare professionals. • Blended Learning - course code MSHPEDTPA (Face to Face and Online/Distance) - targeting those students who favour the social and collaborative nature of face to face learning. • Online/Distance Learning - course code MSHPEDTDA – targeting those individuals who, for whatever reason, cannot present physically on campus. It is also anticipated that this option will provide the platform for targeting international students and alumni.
At the end of the programme graduates will meet the following learning outcomes
• Demonstrate a specialised understanding of a complex body of knowledge relating to the theory and pedagogy, research and evidence, and policy and practice of health professions education and its potential as a powerful mechanism for change in health systems, and the educational programs offered across a range of health professions and disciplines
• Evaluate existing and innovative learning and teaching pedagogies and practices for the purpose of extending or redefining existing knowledge and promoting new insights in health professions education pedagogy, theory and practice
• Demonstrate creativity, innovation and ethical practice in health professions education
• Critique, reflect on and synthesise complex information, problems, concepts and theories relating to health professions education
• Develop practical, generic skills in teaching and assessment, underpinned by an understanding of educational theory
• Apply advanced knowledge and analytical and practical skills in managing complex problems within health professions education
• Lead education development within their own practice context
• Independently design, develop, implement medical education research relevant to their own practice and disseminate outcomes
• Interpret and communicate knowledge, skills, ideas and solutions related to health professions education to specialist and non-specialist audiences, including stakeholders within the health professions, universities, health services, governments and community
• Apply advanced knowledge and analysis of educational principles to inform improvements within individuals’ own professional settings
• Critique, reflect on and synthesise complex information, problems, concepts and theories relating to health professions education, effecting change, innovation and evidence based practice where appropriate
A student-centered approach with an emphasis on collaboration will underpin the Masters in Health Professions Education. Prominence will be given to learning from experience, problem solving, reflecting and implementing change.
The online component will engage students in knowledge content, discussions, e-tivities, relevant readings and assignments. Discussion fora and oncampus contact days (blended learning format) will provide a forum for revisiting difficult concepts and for additional collaboration.
The following is a summary of how the programme will foster UL Graduate Attributes in course participants:
Knowledgeable
Through case based learning and authentic (‘realworld’) situations, students will make connections between facts and will foster new understanding of specialized and complex concepts with multiple representations of concepts and content being presented and encouraged promoting conceptual growth.
Pro-active & Creative
An explorative approach will encourage students to independently analyze and interpret information, to develop innovative evidence based ideas and to effect change within their own community of practice and beyond.
Collaborative
Collaborative and co-operative learning opportunities will not only encourage the sharing of perspectives but will also foster opportunities for interdisciplinary learning and innovations.
Articulate
Specific learning and assessment opportunities will provide the platform for demonstrating competence in articulating ideas to relevant stakeholders in written, verbal and digital communication.
Responsible
Assessment will be integrated within tasks and will encourage reflection and awareness of self and of the environment within which students work with specific orientation towards a) making substantial and positive changes and b) exploring the local and global impact of their decisions and actions.
