1
|
Milbourn B, Black MH, Afsharnejad B, Snyman Z, Baker-Young E, Thompson C, McGarry S, Scott M, Clifford R, Zimmermann F, Kacic V, Hasking P, Romanos M, Bölte S, Girdler S. The "Talk-to-Me" MOOC intervention for suicide prevention and mental health education among tertiary students: Protocol of a multi-site cross-over randomised controlled trial. Contemp Clin Trials 2021; 112:106645. [PMID: 34861409 DOI: 10.1016/j.cct.2021.106645] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2021] [Revised: 11/22/2021] [Accepted: 11/27/2021] [Indexed: 01/04/2023]
Abstract
INTRODUCTION Mental health problems are common among tertiary education students, with concerning levels of suicide ideation frequently observed in this population. There is a need for evidence-based mental health education and suicide prevention programs designed to meet the specific needs of these students. The "Talk-to-Me" Mass Open Online Course (MOOC) is a strengths-based mental health education program underpinned by a six-phase model for managing a suicidal crisis. METHODS To evaluate the efficacy of the "Talk-to-Me" MOOC in improving student knowledge of appropriate responses to suicide crisis via a randomised control trial (RCT) comparing tertiary education health science and education students attending the program to a waitlist control group. Overall, 170 will be screened and randomly allocated to either the "Talk-to-Me" MOOC or a waitlist control group, with data collection occurring at three-time points (baseline, 10-weeks and 24-weeks from baseline) over one year. The primary outcome will be participants' knowledge and responses to suicidal statements as measured by the Suicide Intervention Response Inventory. Secondary outcomes will be knowledge of mental health and coping skills as well as the overall utility of the program. CONCLUSIONS This pragmatic RCT will demonstrate the efficacy of the "Talk-to-Me" MOOC in improving the students' ability to respond to suicidal and mental health concerns compared to the waitlist group. This design will enable rigorous evaluation of the "Talk-to-Me" MOOC, contributing to a greater understanding of the online-delivered safe-paced suicide prevention programs for tertiary students. Australian New Zealand Clinical Trials Registry (ANZCTR): #12619000630112.
Collapse
Affiliation(s)
- Ben Milbourn
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia.
| | - Melissa H Black
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia.
| | - Bahareh Afsharnejad
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia.
| | - Zelma Snyman
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia.
| | - Ellie Baker-Young
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia
| | - Craig Thompson
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia.
| | - Sarah McGarry
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia.
| | - Melissa Scott
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia.
| | - Rhonda Clifford
- Faculty of Health and Medical Sciences, The University of Western Australia, Perth, Australia.
| | - Frank Zimmermann
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia; Klinikum Aschaffenburg Hospital for Child and Adolescent Psychiatry and Psychotherapy, Germany
| | - Viktor Kacic
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia; Klinikum Aschaffenburg Hospital for Child and Adolescent Psychiatry and Psychotherapy, Germany.
| | | | - Marcel Romanos
- University Hospital Würzburg, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Würzburg, Germany.
| | - Sven Bölte
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia; Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women's and Children's Health, Karolinska Institutet & Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden; Child and Adolescent Psychiatry, Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden.
| | - Sonya Girdler
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia.
| |
Collapse
|
2
|
Moßhammer D, Graf J, Joos S, Hertkorn R. Physical examination in undergraduate medical education in the field of general practice - a scoping review. BMC MEDICAL EDUCATION 2017; 17:230. [PMID: 29178886 PMCID: PMC5702119 DOI: 10.1186/s12909-017-1074-1] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/07/2016] [Accepted: 11/16/2017] [Indexed: 05/10/2023]
Abstract
BACKGROUND Physical examination (PE) is an essential clinical skill and a central part of a physician's daily activity. Teaching of PE has been integrated into medical school by many clinical disciplines with respective specific examination procedures. For instance, PE teaching in general practice may include a full-body examination approach. Studies show that PE-skills of medical students often need enhancement. The aim of this article was to scope the literature regarding the teaching and research of PE within general practice during undergraduate medical education. We evaluated a wide breadth of literature relating to the content, study design, country of research institution and year of publication. METHODS Literature search in Medline along the PRISMA-P protocol was performed by search syntax ("physical examination" AND "medical education" AND "undergraduate" AND general practice) considering Medline MeSH (Medical Subject Heading)-Terms and Medline search term tree structure. Independent title, abstract and full-text screening with defined inclusion and exclusion criteria was performed. Full texts were analyzed by publication year, country of origin, study design and content (by categorizing articles along their main topic according to qualitative content analysis of Mayring). RESULTS One-hundred seven articles were included. The annual number of publications ranged from 4 to 14 and had a slightly rising trend since 2000. Nearly half of the publications originated from the United States (n = 54), 33 from Canada and the United Kingdom. Overall, intervention studies represented the largest group (n = 60, including uncontrolled and controlled studies, randomized and non-randomized), followed by cross-sectional studies (n = 29). The 117 studies could be assigned to five categories "teaching methods (n = 53)", "teaching quality (n = 33)", "performance evaluation and examination formats (n=19)", "students' views (n = 8)" and "patients' and standardized patients' views (n=4)". CONCLUSIONS The present work shows a wide spectrum of teaching and research activities and a certain level of evidence for the effectiveness of individual teaching methods. It can be used as orientation and impulse generator for the further development of medical education in the field of PE.
Collapse
Affiliation(s)
- Dirk Moßhammer
- University Hospital Tuebingen, Institute for General Medicine and Interprofessional Care, Österbergstraße 9, D-72074 Tuebingen, Germany
| | - Joachim Graf
- Department of Women’s Health, Research Institute for Women’s Health, University Hospital Tuebingen, Calwerstraße 7, D-72076 Tuebingen, Germany
- Medical Faculty Tuebingen, Dean’s Office for Students’ Affairs, Geissweg 5, D-72076 Tuebingen, Germany
| | - Stefanie Joos
- University Hospital Tuebingen, Institute for General Medicine and Interprofessional Care, Österbergstraße 9, D-72074 Tuebingen, Germany
| | - Rebekka Hertkorn
- University Hospital Tuebingen, Institute for General Medicine and Interprofessional Care, Österbergstraße 9, D-72074 Tuebingen, Germany
| |
Collapse
|
3
|
Watson P, Stevenson M, Hawkins S. Neurology assessment by objective structured video examination. CLINICAL TEACHER 2015; 13:348-51. [DOI: 10.1111/tct.12443] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Peter Watson
- Centre of Medical Education; Queen's University Belfast; Northern Ireland UK
| | - Michael Stevenson
- Centre of Medical Education; Queen's University Belfast; Northern Ireland UK
| | - Stanley Hawkins
- Centre of Medical Education; Queen's University Belfast; Northern Ireland UK
| |
Collapse
|
4
|
Karabilgin OS, Vatansever K, Caliskan SA, Durak Hİ. Assessing medical student competency in communication in the pre-clinical phase: objective structured video exam and SP exam. PATIENT EDUCATION AND COUNSELING 2012; 87:293-299. [PMID: 22169634 DOI: 10.1016/j.pec.2011.10.008] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/21/2011] [Revised: 09/16/2011] [Accepted: 10/22/2011] [Indexed: 05/28/2023]
Abstract
OBJECTIVE The aim of our study was to present the structure, process and results of the objective structured video exam and One-Station standardized patient exam that have been used to assess second year medical students' communication skills. METHODS Scores of 1137 students between the years 2007 and 2010 were analyzed. Means and standard deviations were calculated for scores and ratings. Internal consistency was assessed using Cronbach's alpha coefficient. To analyze reliability and generalizability, multivariate generalizability theory was employed. RESULTS Students' total and item scores on the objective structured video exam (60.5-68.8) were lower than on the One-Station standardized patient exam (90.4-96.6). Internal consistencies of both exams were moderate. Generalizability analysis and D-study results showed that both the objective structured video exam and the One-Station standardized patient exam need improvement. CONCLUSION Both exams need measures to improve them, such as increasing the number of video cases or stations, and further standardization of raters. PRACTICE IMPLICATIONS This study might encourage medical teachers to consider assessing validity and reliability of written and performance exams on the basis of generalizability theory, and to find out feasible actions to improve assessment procedures by conducting a D-study.
Collapse
|