The role of the teacher and learning in clinical practicum scales: A psychometric testing of the Finnish versions

AIM

To test the psychometric properties of the further developed Role of the Teacher (Tc2) and the new Learning in Clinical Practicum (LCP) scales in a sample of Finnish healthcare students.

DESIGN

Psychometrical testing of the Tc2 and LCP scales.

METHODS

A sample consisting of 1133 healthcare students completed the further developed Tc2 scale and the new LCP scale between January and June 2020. Statistical data analysis was performed using explorative factor analysis and Cronbach's alpha coefficient. The STROBE checklist for cross-sectional studies was applied in reporting.

RESULTS

Both the further developed Tc2 and the new LCP scales were shown to be valid and reliable. Explorative factor analysis confirmed a two-factor solution for the Tc2 scale with a 76.3% explained variance and a one-factor solution for the LCP scale with a 58.0% explained variance. The scales' internal consistency reliabilities were high (0.9).

An integrative literature review of kidney transplantation knowledge tools

PURPOSE

This study aimed to identify knowledge measurement tools for kidney transplantation (KT) and confirm their assessment methods, domains, and validity to provide useful information.

DESIGN

An integrative review based on Whittemore and Knafl's (2005) framework and the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) 2020 guidelines.

METHODS

An integrative search was conducted using four English databases (PubMed, Embase, CINAHL, and the Cochrane Library) and the top three Korean databases (RISS, DBpia, and KISS). Search terms and strategies included ("kidney transplant*" OR "renal transplant*" OR "kidney replace*" OR "renal replace*" OR "kidney graft" OR "renal graft") & (knowledge OR awareness) & (scale OR tool OR instrument OR questionnaire OR inventory). The time limit was set to February 2022. The extracted data included the content of the tools, participants, and psychometrics. Quality of life was assessed using a psychometric grading framework.

RESULTS

A total of 15 studies and 13 tools were reviewed. Of these, seven studies (46.7%) targeted KT patients, five (33.3%) targeted KT candidates, and three (20.0%) included both groups. The number of items in the tools ranged from five to 33 items. Furthermore, seven tools comprised true-false questions and eight multiple-choice questions. The domains of the KT knowledge measurement tool used in each study differed across study participants. Both reliability and validity were confirmed in six tools, and only two showed a grade of "adequate" or higher.

CONCLUSION

A validated tool is required to measure KT knowledge. These tools can be used to evaluate the effectiveness of educational interventions in promoting self-management after KT.

PROTOCOL REGISTRATION NUMBER

CRD42022334559.

Medical deep learning-A systematic meta-review

Deep learning has remarkably impacted several different scientific disciplines over the last few years. For example, in image processing and analysis, deep learning algorithms were able to outperform other cutting-edge methods. Additionally, deep learning has delivered state-of-the-art results in tasks like autonomous driving, outclassing previous attempts. There are even instances where deep learning outperformed humans, for example with object recognition and gaming. Deep learning is also showing vast potential in the medical domain. With the collection of large quantities of patient records and data, and a trend towards personalized treatments, there is a great need for automated and reliable processing and analysis of health information. Patient data is not only collected in clinical centers, like hospitals and private practices, but also by mobile healthcare apps or online websites. The abundance of collected patient data and the recent growth in the deep learning field has resulted in a large increase in research efforts. In Q2/2020, the search engine PubMed returned already over 11,000 results for the search term 'deep learning', and around 90% of these publications are from the last three years. However, even though PubMed represents the largest search engine in the medical field, it does not cover all medical-related publications. Hence, a complete overview of the field of 'medical deep learning' is almost impossible to obtain and acquiring a full overview of medical sub-fields is becoming increasingly more difficult. Nevertheless, several review and survey articles about medical deep learning have been published within the last few years. They focus, in general, on specific medical scenarios, like the analysis of medical images containing specific pathologies. With these surveys as a foundation, the aim of this article is to provide the first high-level, systematic meta-review of medical deep learning surveys.

Individual and organizational factors associated with evidence-based practice among physical and occupational therapy recent graduates: A cross-sectional national study

BACKGROUND

Occupational therapy (OT) and physical therapy (PT) programs in Canada have moved to graduate-level entry education to address graduates' readiness for evidence-based practice (EBP). Whether rehabilitation professionals with advanced training in EBP are meeting their responsibilities as evidence-based professionals upon entry into practice and the factors that influence the use of evidence is unclear. The aim of this study was to examine the individual and organizational factors associated with the use of EBP and supporting evidence-based activities among graduates of professional OT and PT master's programs.

METHODS

A cross-sectional design using a survey of recent graduates of the 29 OT and PT programs in Canada. The survey measured six constructs supportive of EBP (ie, knowledge, attitudes, confidence, organizational resources, actual use of EBP, and evidence-based activities). Analyses consisted of descriptive statistics to characterize the sample and the different variables and ordinal multivariate regression analysis.

RESULTS

257 graduates (15%) completed the survey. Attitudes towards EBP was positively associated both with evidence-based activities (odds ratio = 1.36 with a 95% CI: 1.22 to 1.52) and use of EBP (odds ratio = 1.23 with a 95% CI: 1.12 to 1.36); greater confidence was related to greater use of EBP (OR = 1.12, 95% CI: 1.01 to 1.24); and working in a private practice setting was found to be related to performing more evidence-based activities (odds ratio = 3.15, 95% CI: 1.40 to 7.12).

CONCLUSIONS

Despite a greater focus on EBP knowledge in these curricula across Canada, knowledge was not related to EBP use nor evidence-based activities upon entry into practice. On the other hand, attitudes, confidence and working in private practice were. University programs should consider curricular strategies that increase the use of EBP, provide opportunities to engage in evidence-based activities with an emphasis on promoting the development of positive attitudes towards EBP and increasing learners' confidence in their ability to be evidence-based professionals.

Parental perspectives on early childhood caries: A qualitative study

BACKGROUND

Early childhood caries (ECC) affects about 621 million children worldwide, causing chronic pain, infections, sleeping disorders, and tooth extraction.

AIM

To determine perspectives of parents and caregivers of preschoolers regarding ECC.

DESIGN

Three focus groups were conducted with attendees of the Clinics of Paediatric Dentistry from the Bauru School of Dentistry. The meetings were video- and audio-recorded, and the contents were transcribed verbatim. Then, textual passages were examined and coded using the software NVivo 12 Plus.

RESULTS

The participants associated the presence of dental caries lesions with negative consequences for children, such as problems for permanent dentition, discrimination, and psychological damages. Although regular oral hygiene and healthy diet were recognized as important factors for the prevention of ECC, specific doubts about feeding, toothpaste usage, oral hygiene, and dental eruption were detected among parents. Additionally, they declared that their children brush teeth alone, intake fermentable carbohydrates frequently, and sleep during breastfeeding without dental plaque removal, because uncooperativeness, permissiveness, and convenience.

CONCLUSIONS

Based on these results, parents and caregivers understand the unfavourable effects of ECC on children's quality of life; however, their attitudes against the disease seemed to be inaccurate, influenced by their daily routines, doubts, and beliefs.

Applying modern measurement approaches to constructs relevant to evidence-based practice among Canadian physical and occupational therapists

BACKGROUND

Evidence-based practice (EBP) is a complex process. To quantify it, one has to also consider individual and contextual factors using multiple measures. Modern measurement approaches are available to optimize the measurement of complex constructs. This study aimed to develop a robust measurement approach for constructs around EBP including practice, individual (e.g. knowledge, attitudes, confidence, behaviours), and contextual factors (e.g. resources).

METHODS

One hundred eighty-one items arising from 5 validated EBP measures were subjected to an item analysis. Nominal group technique was used to arrive at a consensus about the content relevance of each item. Baseline questionnaire responses from a longitudinal study of the evolution of EBP in 128 new graduates of Canadian physical and occupational therapy programmes were analysed. Principles of Rasch Measurement Theory were applied to identify challenges with threshold ordering, item and person fit to the Rasch model, unidimensionality, local independence, and differential item functioning (DIF).

RESULTS

The nominal group technique identified 70/181 items, and modified Delphi approach identified 68 items that fit a formative model (2 related EBP domains: self-use of EBP (9 items) and EBP activities (7 items)) or a reflective model (4 related EBP domains: attitudes towards EBP (17 items), self-efficacy (9 items), knowledge (11 items) and resources (15 items)). Rasch analysis provided a single score for reflective construct. Among attitudes items, 65% (11/17) fit the Rasch model, item difficulties ranged from - 7.51 to logits (least difficult) to + 5.04 logits (most difficult), and person separation index (PSI) = 0.63. Among self-efficacy items, 89% (8/9) fit the Rasch model, item difficulties ranged from - 3.70 to + 4.91, and PSI = 0.80. Among knowledge items, 82% (9/11) fit the Rasch model, item difficulties ranged from - 7.85 to 4.50, and PSI = 0.81. Among resources items, 87% (13/15) fit the Rasch model, item difficulties ranged from - 3.38 to 2.86, and PSI = 0.86. DIF occurred in 2 constructs: attitudes (1 by profession and 2 by language) and knowledge (1 by language and 2 by profession) arising from poor wording in the original version leading to poor translation.

CONCLUSIONS

Rasch Measurement Theory was applied to develop a valid and reliable measure of EBP. Further modifications to the items can be done for subsequent waves of the survey.

Developing an instrument to measure emotional behaviour abilities of meaningful learning through the Delphi technique

AIM

To identify items for a new instrument that measures emotional behaviour abilities of meaningful learning, according to Fink's Taxonomy.

BACKGROUND

Meaningful learning is an active process that promotes a wider and deeper understanding of concepts. It is the result of an interaction between new and previous knowledge and produces a long-term change of knowledge and skills. To measure meaningful learning capability, it is very important in the education of health professionals to identify problems or special learning needs. For this reason, it is necessary to create valid instruments.

DESIGN

A Delphi Study technique was implemented in four phases by means of e-mail.

METHODS

The study was conducted from April-September 2015. An expert panel consisting of ten researchers with experience in Fink's Taxonomy was established to identify the items of the instrument. Data were analysed for conceptual description and item characteristics and attributes were rated. Expert consensus was sought in each of these phases. An 87·5% consensus cut-off was established.

RESULTS

After four rounds, consensus was obtained for validation of the content of the instrument 'Assessment of Meaningful learning Behavioural and Emotional Abilities'. This instrument consists of 56 items evaluated on a 6-point Likert-type scale. Foundational Knowledge, Application, Integration, Human Dimension, Caring and Learning How to Learn were the six major categories explored.

CONCLUSIONS

This content validated tool can help educators (teachers, trainers and tutors) to identify and improve the strategies to support students' learning capability, which could increase their awareness of and/or responsibility in the learning process.