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Efthymiou A, Kalaitzaki A, Kondilis B, Rovithis M. Health literacy continuing education courses and tools for healthcare professionals: A scoping review. Gerontol Geriatr Educ 2024; 45:212-247. [PMID: 36545846 DOI: 10.1080/02701960.2022.2156865] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
Strengthening the health literacy (HL) skills of the healthcare users is a multicomponent process involving the users, the healthcare professionals, the stakeholders, and the environment. Health organizations, universities, private initiatives, and funded projects focused on developing and implementing continuing education courses target at increasing healthcare professionals' HL. This scoping review aimed at reporting the HL continuing education courses for healthcare professionals to enhance their knowledge and skills in identifying and supporting healthcare users with limited HL, and particularly, older people. This review followed the five stages by Arksey and O'Malley framework and the guidelines by Joanna Briggs Institute for scoping reviews. Peer-reviewed papers and gray literature published between years 2000 to 2020 were included in this bibliometric search utilizing four electronic databases (PUBMED, MEDLINE, CINAHL, PSYCHINFO, and Opengrey). Twenty-seven (27) papers met the criteria, including twenty-one (21) full-texts and six (6) other records (website contents, eLearning, and funded projects). There is a lack of HL tools that address the training needs of healthcare professionals working with older adults. Tailored HL tools could benefit healthcare professionals' clinical work by improving their communication with older adults.
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Affiliation(s)
- Areti Efthymiou
- Department of Social Work, School of Health Sciences, Hellenic Mediterranean University (HMU), Heraklion, Crete, Greece
- Laboratory of Interdisciplinary Approaches to the Enhancement of Quality of Life (Quality of Life Lab), HMUb
| | - Argyroula Kalaitzaki
- Department of Social Work, School of Health Sciences, Hellenic Mediterranean University (HMU), Heraklion, Crete, Greece
- Laboratory of Interdisciplinary Approaches to the Enhancement of Quality of Life (Quality of Life Lab), HMUb
- University Centre of Research and Innovation 'Institute of AgriFood and Life Sciences, HMU
| | - Barbara Kondilis
- Department of Art & Sciences, Hellenic American University, Nashua, Greece
| | - Michael Rovithis
- Laboratory of Interdisciplinary Approaches to the Enhancement of Quality of Life (Quality of Life Lab), HMUb
- Department of Business Administration and Tourism, Hellenic Mediterranean University, Heraklion, Crete
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Jejurikar N, Moscona-Mishy L, Rubio M, Cavallaro R, Castañeda P. What is the Interobserver Reliability of an Ultrasound-enhanced Physical Examination of the Hip in Infants? A Prospective Study on the Ease of Acquiring Skills to Diagnose Hip Dysplasia. Clin Orthop Relat Res 2021; 479:1889-1896. [PMID: 34351316 PMCID: PMC8373553 DOI: 10.1097/corr.0000000000001863] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/17/2020] [Accepted: 05/26/2021] [Indexed: 01/31/2023]
Abstract
BACKGROUND Developmental dysplasia of the hip (DDH) is the most common disorder found in newborns. The consequences of DDH can be mitigated with early diagnosis and nonoperative treatment, but existing approaches do not address the current training deficit in making an early diagnosis. QUESTION/PURPOSE Can ultrasound be taught to and used reliably by different providers to identify DDH in neonates? METHODS This was a prospective observational study of a series of neonates referred for an evaluation of their hips. An experienced clinician trained three second examiners (a pediatric orthopaedic surgeon, an orthopaedic resident, and a pediatrician) in performing an ultrasound-enhanced physical examination. The 2-hour training process included video and clinical didactic sessions aimed to teach examiners to differentiate between stable and unstable hips in newborns using ultrasound. The experienced clinician was a pediatric orthopaedic surgeon who uses ultrasound regularly in clinical practice. Materials required for training include one ultrasound device. A total of 227 infants (454 hips) were examined by one of the three second examiners and the experienced clinician (gold standard) to assess reliability. Of the 454 hips reviewed, there were 18 dislocations, 24 unstable hips, and 63 dysplastic hips, and the remainder had normal findings. The cohort was composed of a series of patients younger than 6 months referred to a specialty pediatric orthopaedic practice. RESULTS Ultrasound-enhanced physical examination of the hip was easily taught, and the results were reliable among different levels of providers. The intraclass correlation coefficient between the gold-standard examiner and the other examiners for all hips was 0.915 (p = 0.001). When adjusting for only the binary outcome of normal versus abnormal hips, the intraclass correlation coefficient was 0.97 (p = 0.001). Thus, the agreement between learners and the experienced examiner was very high after learners completed the course. CONCLUSION After a 2-hour course, physicians were able to understand and reliably examine neonatal children using ultrasound to assess for DDH. The success of the didactic approach outlined in this study supports the need for ultrasound-enhanced examination training for the diagnosis of DDH in orthopaedic surgery and pediatric residency core curriculums. Training programs would best be supported through established residency programs. Expansion of training more residents in the use of ultrasound-enhanced physical examinations would require a study to determine its efficacy. This finding highlights the need for further research in implementing ultrasound-enhanced physical examinations on a broader scale. LEVEL OF EVIDENCE Level II, diagnostic study.
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Affiliation(s)
- Neha Jejurikar
- New York University Langone Orthopedic Hospital, New York, NY, USA
| | | | | | - Romina Cavallaro
- Hospital Interzonal General Dr. José Penna, Bahía Blanca, Buenos Aires, Argentina
| | - Pablo Castañeda
- New York University Langone Orthopedic Hospital, New York, NY, USA
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Moyle A, Ross S, Jones M, Zhou J, Fitzpatrick C, Richardson D. 'Education Hour': online sexual health continuing professional development during the COVID-19 pandemic provides opportunities and inclusivity. Sex Transm Infect 2021; 97:391. [PMID: 33303518 PMCID: PMC7733230 DOI: 10.1136/sextrans-2020-054872] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2020] [Revised: 11/16/2020] [Accepted: 11/28/2020] [Indexed: 11/06/2022] Open
Affiliation(s)
- Aisling Moyle
- Brighton and Sussex University Hospitals NHS Trust, Brighton, Brighton and Hove, UK
| | - Sophie Ross
- Brighton and Sussex University Hospitals NHS Trust, Brighton, Brighton and Hove, UK
| | - Martin Jones
- Avenue House, Eastbourne District General Hospital, Eastbourne, East Sussex, UK
| | - Judith Zhou
- Western Sussex Hospitals NHS Foundation Trust, Worthing, West Sussex, UK
| | - Colin Fitzpatrick
- Brighton and Sussex University Hospitals NHS Trust, Brighton, Brighton and Hove, UK
| | - Daniel Richardson
- Brighton and Sussex University Hospitals NHS Trust, Brighton, Brighton and Hove, UK
- Brighton and Sussex Medical School, Brighton, Brighton, UK
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Yo EC, Witjaksono AN, Fitriani DY, Werdhani RA, Parikesit D. Assessing webinar outcomes for health professionals: a perspective from Indonesia during coronavirus disease 2019 pandemic. Korean J Med Educ 2021; 33:87-96. [PMID: 34062640 PMCID: PMC8169372 DOI: 10.3946/kjme.2021.190] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/06/2021] [Revised: 03/14/2021] [Accepted: 04/03/2021] [Indexed: 06/12/2023]
Abstract
PURPOSE With the ongoing coronavirus disease 2019 (COVID-19) pandemic, health institutions and hospitals are increasingly relying on e-learning for continuing education. However, in many countries there is still limited data on the effectiveness of online learning particularly in the healthcare field. This study aims to evaluate whether webinar as a form of online educational intervention is satisfactory and effective for the continuing education of health professionals in Indonesia. METHODS We collected participants' demographic information including health profession, place of work, work unit, and year of graduation. There were six independent webinars included in this study. Webinar outcomes included satisfaction and learning scores. Regarding satisfaction, participants were told to complete a satisfaction survey and asked whether they would recommend the webinar to their colleagues. Regarding learning, information on their mean pre-test and post-test scores was collected. RESULTS A total of 3,607 health professionals were enrolled, with the highest participation in webinars about emergency cases and COVID-19 management. The response towards satisfaction was overwhelmingly positive. In all six webinars, post-test scores were statistically significantly higher than pre-test scores. Recently graduated physicians scored higher in learning than senior physicians, while place of work and work unit did not significantly affect the scores. CONCLUSION The use of webinar for health professionals training in Indonesia was well-received amid the ongoing pandemic. In the future, health institutions and teaching hospitals should optimize the implementation of webinar training as it is associated with low cost, high flexibility, and less time commuting.
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Affiliation(s)
| | | | - Dewi Yunia Fitriani
- Occupational Medicine Staff Group, Universitas Indonesia Hospital, Universita Indonesia, Depok, Indonesia
- Department of Community Medicine, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia
| | - Retno Asti Werdhani
- Department of Community Medicine, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia
| | - Dyandra Parikesit
- Urology Medical Staff Group, Universitas Indonesia Hospital, Universitas Indonesia, Depok, Indonesia
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Schaum KD. Just Because a Modifier Exists Does Not Mean It Should Be Used! Adv Skin Wound Care 2021; 34:179-181. [PMID: 33739947 DOI: 10.1097/01.asw.0000735216.22902.ea] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Affiliation(s)
- Kathleen D Schaum
- Kathleen D. Schaum, MS, is President and Founder of Kathleen D. Schaum & Associates, Inc, Lake Worth, Florida. Ms Schaum can be reached for questions and consultations by calling 561-964-2470 or via . Submit your questions for Payment Strategies by mail to: Kathleen D. Schaum, MS, 6491 Rock Creek Dr, Lake Worth, FL 33467. This article is considered expert opinion and was not subject to peer review
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Lewis V, Baldwin CD, Morahan PS, Thorndyke LE, Gusic ME. Leadership Development Projects: Bidirectional Impact on Faculty and Institutions. J Contin Educ Health Prof 2021; 41:75-81. [PMID: 33433127 DOI: 10.1097/ceh.0000000000000329] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
INTRODUCTION The Hedwig von Ameringen Executive Leadership in Academic Medicine program (ELAM) is a national professional development program for women that includes institutional action projects (IAPs). Although benefits of ELAM participation are well documented, the value of the IAPs has not been specifically evaluated. We explored the experience of ELAM Fellows and leaders from one institution to elucidate how institutional factors influence project implementation and outcomes. METHODS Fellows and deans participated in semistructured interviews. We analyzed the transcripts qualitatively to develop themes and describe factors that influenced IAP implementation and outcomes. We used the New World Kirkpatrick Model, an updated version of the widely used Kirkpatrick model of educational program evaluation, as a framework to elucidate how participants applied their leadership learning through project work, and to analyze early results of projects that indicated institutional impact. RESULTS Project work had bidirectional impact on the fellows in the program and on the institution itself. Project enablers included: focusing projects on institutional priorities, obtaining sustainable support, and navigating institutional complexity. Leading indicators of institutional outcomes included contributions to institutional leadership and culture, and mutual enhancement of the reputation of the fellow and of the institution. DISCUSSION By examining enablers and barriers for institutionally based projects conducted in a national leadership development program, we identified the drivers that facilitated application of leadership learning. Leading indicators of project outcomes reflected bidirectional impact on fellows and the institution, demonstrating outcomes at the highest levels of the New World Kirkpatrick Model.
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Affiliation(s)
- Vivian Lewis
- Dr. Vivian Lewis: Professor Emerita of Obstetrics and Gynecology and University Director of Ombuds Programming and Development, University of Rochester, Rochester, NY. Dr. Constance D. Baldwin: Professor of Pediatrics, University of Rochester Medical Center, Rochester, NY. Dr. Page S. Morahan: Professor Emerita, and Founding Director, Hedwig van Ameringen Executive Leadership in Academic Medicine (ELAM) Program for Women, Drexel University College of Medicine, Philadelphia, PA. Dr. Luanne E. Thorndyke: Professor of Clinical Medicine, Department of Medicine and Executive Vice Dean, Keck School of Medicine, University of Southern California, Los Angeles, CA. Dr. Maryellen E. Gusic: Senior Advisor for Educational Affairs and Professor of Medical Education and Pediatrics, Center for Medical Education Research and Scholarly Innovation, Office of Medical Education and Department of Pediatrics, University of Virginia School of Medicine, Charlottesville, VA
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Affiliation(s)
- Simon Kitto
- Dr. Kitto: Professor, Department of Innovation in Medical Education, Director of Research, Office of CPD, University of Ottawa, Faculty of Medicine, Ottawa, ON, Canada
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Pearse W, Saxon R, Plowman G, Hyde M, Oprescu F. Continuing Education Outcomes for Advance Care Planning: A Systematic Review of the Literature. J Contin Educ Health Prof 2021; 41:39-58. [PMID: 33433128 DOI: 10.1097/ceh.0000000000000323] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Advance care planning (ACP) is a process of considering future health and care needs for a time when a person may be unable to speak for themselves. Health professional continuing education programs have been proposed for facilitating patient participation in ACP; however, their impacts on participants, patient and clinical outcomes, and organizational approaches to ACP are not well understood. METHODS This systematic literature review examined interventional studies of education programs conducted with health professionals and care staff across a broad range of settings. Five electronic databases were searched up to June 2020, and a manual search of reference lists was conducted. The quality of studies was appraised by the first, second, and third authors. RESULTS Of the 7993 articles identified, 45 articles met the inclusion criteria. Program participants were predominantly medical, nursing, and social work staff, and students. Interventions were reported to improve participants' self-perceived confidence, knowledge, and skills; however, objectively measured improvements were limited. Multimodal programs that combined initial didactic teaching and role-play simulation tasks with additional activities were most effective in producing increased ACP activity in medical records. Evidence for improved clinical outcomes was limited. DISCUSSION Further studies that use rigorous methodological approaches would provide further evidence about what produces improved patient and clinical outcomes. Needs analyses and quality indicators could be considered to determine the most appropriate and effective education resources and monitor their impacts. The potential contribution of a broader range of health professionals and interprofessional learning approaches could be considered to ultimately improve patient care.
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Affiliation(s)
- Wendy Pearse
- Ms. Pearse: End of Life Care Project Manager, Nambour General Hospital, Sunshine Coast Hospital and Health Service, Queensland, Australia, and School of Health and Sports Sciences, University of the Sunshine Coast, Queensland, Australia. Dr. Saxon: Allied Health Data and Informatics, Advanced Speech Pathologist, Sunshine Coast University Hospital, Sunshine Coast Hospital and Health Service, Queensland, Australia. Dr. Plowman: Physician, Sunshine Coast University Hospital, Sunshine Coast Hospital and Health Service, Queensland, Australia. Dr. Hyde: Professor, School of Education, University of the Sunshine Coast, Queensland, Australia. Dr. Oprescu: Associate Professor, School of Health and Sport Sciences, University of the Sunshine Coast, Queensland, Australia
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Ivanova A, Baliunas D, Ahad S, Tanzini E, Dragonetti R, Fahim M, Selby P. Performance Change in Treating Tobacco Addiction: An Online, Interprofessional, Facilitated Continuing Education Course (TEACH) Evaluation at Moore's Level 5. J Contin Educ Health Prof 2021; 41:31-38. [PMID: 33433131 DOI: 10.1097/ceh.0000000000000328] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Continuing education is essential to build capacity among health care providers (HCPs) to treat people with tobacco addiction. Online, interprofessional training programs are valuable; however, interpretation and comparison of outcomes remain challenging because of inconsistent use of evaluation frameworks. In this study, we used level 5 of Moore's evaluation framework to examine whether an online training program in intensive tobacco cessation counseling achieved sustained performance change among HCPs across multiple health disciplines. METHODS The evaluation sample included 62 HCPs with direct clinical duties, who completed the online Training Enhancement in Applied Counseling and Health (TEACH) Core Course in 2015 and 2016. We compared self-reported changes in cessation counseling and clinical practices across eight core competencies from baseline to 6-month follow-up using McNemar's tests and descriptive analyses. RESULTS Compared with baseline, significantly more HCPs reported providing cessation counseling at 6-month follow-up (44% versus 81%, P < .001). HCPs also reported significant increases in engagement in six of the eight core competencies. DISCUSSION Online training in intensive tobacco cessation treatment can result in sustained performance improvement at 6 months. However, availability of resources and clinical context may influence the extent to which HCPs are able to implement their learned skills. Furthermore, continuing education programs should consider the use of consistent evaluation frameworks to promote cross program comparisons.
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Affiliation(s)
- Anna Ivanova
- Ms. Anna Ivanova: Research Coordinator, Nicotine Dependence Service, Centre for Addiction and Mental Health, Toronto, Ontario, Canada.Dr. Dolly Baliunas: Collaborator Scientist, Nicotine Dependence Service, Centre for Addiction and Mental Health, Toronto, Ontario, Canada, and Assistant Professor, Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada.Ms. Sheleza Ahad: Project Coordinator, Nicotine Dependence Service, Centre for Addiction and Mental Health, Toronto, Ontario, Canada.Ms. Elise Tanzini: Research Coordinator, Nicotine Dependence Service, Centre for Addiction and Mental Health, Toronto, Ontario, Canada. Ms. Rosa Dragonetti: Project Director, Addictions Education and Research, Nicotine Dependence Service, Centre for Addiction and Mental Health, Toronto, Ontario, Canada, and Assistant Professor, Department of Family and Community Medicine, University of Toronto, Toronto, Ontario, Canada.Ms. Myra Fahim: Clinic Manager, Nicotine Dependence Service, Centre for Addiction and Mental Health, Toronto, Ontario, Canada.Dr. Peter Selby: Senior Medical Consultant, Centre for Addiction and Mental Health, Toronto, Ontario, Canada, Clinician Scientist, Addictions, Research Program, Clinical Research, Centre for Addiction and Mental Health, Toronto, Ontario, Canada, Clinician Scientist, Department of Family and Community Medicine, University of Toronto, Toronto, Ontario, Canada, and Professor, Departments of Family and Community Medicine, Psychiatry, and Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada
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Croucher K, Büster L, Dayes J, Green L, Raynsford J, Comerford Boyes L, Faull C. Archaeology and contemporary death: Using the past to provoke, challenge and engage. PLoS One 2020; 15:e0244058. [PMID: 33373412 PMCID: PMC7771686 DOI: 10.1371/journal.pone.0244058] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2020] [Accepted: 12/02/2020] [Indexed: 11/18/2022] Open
Abstract
While death is universal, reactions to death and ways of dealing with the dead body are hugely diverse, and archaeological research reveals numerous ways of dealing with the dead through time and across the world. In this paper, findings are presented which not only demonstrate the power of archaeology to promote and aid discussion around this difficult and challenging topic, but also how our approach resulted in personal growth and professional development impacts for participants. In this interdisciplinary pilot study, archaeological case studies were used in 31 structured workshops with 187 participants from health and social care backgrounds in the UK, to explore their reactions to a diverse range of materials which documented wide and varied approaches to death and the dead. Our study supports the hypothesis that the past is a powerful instigator of conversation around challenging aspects of death, and after death care and practices: 93% of participants agreed with this. That exposure to archaeological case studies and artefacts stimulates multifaceted discourse, some of it difficult, is a theme that also emerges in our data from pre, post and follow-up questionnaires, and semi-structured interviews. The material prompted participants to reflect on their biases, expectations and norms around both treatment of the dead, and of bereavement, impacting on their values, attitudes and beliefs. Moreover, 87% of participants believed the workshop would have a personal effect through thinking differently about death and bereavement, and 57% thought it would impact on how they approached death and bereavement in their professional practice. This has huge implications today, where talk of death remains troublesome, and for some, has a near-taboo status-'taboo' being a theme evident in some participants' own words. The findings have an important role to play in facilitating and normalising discussions around dying and bereavement and in equipping professionals in their work with people with advanced illness.
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Affiliation(s)
- Karina Croucher
- School of Archaeological and Forensic Sciences, Faculty of Life Sciences, University of Bradford, Bradford, United Kingdom
| | - Lindsey Büster
- School of Archaeological and Forensic Sciences, Faculty of Life Sciences, University of Bradford, Bradford, United Kingdom
- Department of Archaeology, University of York, York, United Kingdom
| | - Jennifer Dayes
- Department of Psychology, Faculty of Health, Psychology and Social Care, Manchester Metropolitan University, Manchester, United Kingdom
| | - Laura Green
- Nursing, Midwifery and Social Work, Faculty of Biology, Medicine and Health, University of Manchester, Manchester, United Kingdom
| | - Justine Raynsford
- Faculty of Health Studies, University of Bradford, Bradford, United Kingdom
| | - Louise Comerford Boyes
- Division of Psychology, School of Social Sciences, Faculty of Management, Law & Social Sciences, University of Bradford, Bradford, United Kingdom
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Botham CM, Brawn S, Steele L, Barrón CB, Kleppner SR, Herschlag D. Biosciences Proposal Bootcamp: Structured peer and faculty feedback improves trainees' proposals and grantsmanship self-efficacy. PLoS One 2020; 15:e0243973. [PMID: 33370337 PMCID: PMC7769268 DOI: 10.1371/journal.pone.0243973] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2019] [Accepted: 11/25/2020] [Indexed: 11/18/2022] Open
Abstract
Grant writing is an essential skill to develop for academic and other career success but providing individual feedback to large numbers of trainees is challenging. In 2014, we launched the Stanford Biosciences Grant Writing Academy to support graduate students and postdocs in writing research proposals. Its core program is a multi-week Proposal Bootcamp designed to increase the feedback writers receive as they develop and refine their proposals. The Proposal Bootcamp consisted of two-hour weekly meetings that included mini lectures and peer review. Bootcamp participants also attended faculty review workshops to obtain faculty feedback. Postdoctoral trainees were trained and hired as course teaching assistants and facilitated weekly meetings and review workshops. Over the last six years, the annual Bootcamp has provided 525 doctoral students and postdocs with multi-level feedback (peer and faculty). Proposals from Bootcamp participants were almost twice as likely to be funded than proposals from non-Bootcamp trainees. Overall, this structured program provided opportunities for feedback from multiple peer and faculty reviewers, increased the participants' confidence in developing and submitting research proposals, while accommodating a large number of participants.
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Affiliation(s)
- Crystal M. Botham
- Stanford Biosciences Grant Writing Academy, Stanford University, Stanford, California, United States of America
| | - Shay Brawn
- Program in Writing and Rhetoric, Stanford University, Stanford, California, United States of America
| | - Latishya Steele
- Office of Graduate Education, Stanford University, Stanford, California, United States of America
| | - Cisco B. Barrón
- Office of Graduate Education, Stanford University, Stanford, California, United States of America
| | - Sofie R. Kleppner
- Office of Postdoctoral Affairs, Stanford University, Stanford, California, United States of America
| | - Daniel Herschlag
- Department of Biochemistry, ChEM-H Institute, Department of Chemistry, Stanford University, Stanford, California, United States of America
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Frydman L. Keeping the magnetic resonance community in touch in times of pandemic, and beyond. J Magn Reson 2020; 321:106854. [PMID: 33130352 PMCID: PMC7577931 DOI: 10.1016/j.jmr.2020.106854] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Affiliation(s)
- Lucio Frydman
- Department of Chemical and Biological Physics, Weizmann Institute, 7610001 Rehovot, Israel.
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Hu X, Liu S, Wang B, Xiong H, Wang P. Management practices of emergency departments in general hospitals based on blockage of chain of infection during a COVID-19 epidemic. Intern Emerg Med 2020; 15:1545-1552. [PMID: 32948990 PMCID: PMC7500495 DOI: 10.1007/s11739-020-02499-6] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/06/2020] [Accepted: 09/05/2020] [Indexed: 10/29/2022]
Abstract
In a Coronavirus disease 2019 (COVID-19) epidemic, management of the emergency department is a difficult task in terms of prevention and control of the disease in general hospitals. On top of meeting urgent needs of patients for medical treatment, the emergency department also has to devote resources into investigation and prevention of COVID-19. At the beginning of the epidemic, with the strategy to intercept the chain of infection, Peking University First Hospital (PKUFH) focused on three important aspects: controlling the source of infection, cutting off the route of transmission, and protecting vulnerable populations, to expeditiously draft scientific and proper management measures for the emergency department, followed by real-time dynamic adjustments based on the development trend of the epidemic. These measures effectively ensured a smooth, orderly and safe operation of the emergency department. As of the writing of this manuscript, there has been no active COVID-19 infection in patients and medical staff in the emergency department, and no infection in patients admitted to PKUFH through the emergency department. This study describes the prevention and control measures in the emergency department of PKUFH during the outbreak of COVID-19, aiming to provide some reference for domestic and international medical institutions.
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Affiliation(s)
- Xiaojing Hu
- grid.411472.50000 0004 1764 1621Medical Affairs Department, Peking University First Hospital, Beijing, China
| | - Si Liu
- grid.411472.50000 0004 1764 1621Medical Affairs Department, Peking University First Hospital, Beijing, China
| | - Bo Wang
- grid.411472.50000 0004 1764 1621Emergency Department, Peking University First Hospital, Beijing, China
| | - Hui Xiong
- grid.411472.50000 0004 1764 1621Emergency Department, Peking University First Hospital, Beijing, China
| | - Ping Wang
- grid.411472.50000 0004 1764 1621Medical Affairs Department, Peking University First Hospital, Beijing, China
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Rowland P, Boyd V, Lising D, Goldman J, Whitehead C, Ng SL. When logics of learning conflict: an analysis of two workplace-based continuing education programs. Adv Health Sci Educ Theory Pract 2020; 25:673-689. [PMID: 31897922 DOI: 10.1007/s10459-019-09952-y] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/09/2019] [Accepted: 12/19/2019] [Indexed: 06/10/2023]
Abstract
Educators, practitioners, and policy makers are calling for stronger connections between continuing education (CE) for professionals and the concerns of workplaces where these professionals work. This call for greater alignment is not unique to the health professions. Researchers within the field of higher education have long wrestled with the complexities of aligning professional learning and workplace concerns. In this study, we extend this critical line of inquiry to explore the possible conceptual intersections between two CE programs acting within a single healthcare organization. Both programs are concerned with improving patient care, primarily by changing the ways professionals think and talk with one another. However, the two programs have different historical origins: one in a workplace, the other within a university setting. Introducing the concept of "modes of ordering" as a way to analyze the curricula, we argue the programs are operating through separate logics of learning. We label these two modes of ordering: (1) learning as standardization and (2) learning as identification. Through our discussion, we explore how these different modes demand different roles for educators and participants. Ultimately, we argue that both have value. However, we also argue that educators require conceptual tools to sensitize them to the possibility of competing logics of learning and the subsequent implications for their practice as educators. In conclusion, we offer the metaphor of CE educator as choreographer, connecting concepts and practices within these logics in productive ways while continually navigating the various learning imperatives acting on professionals at any given time.
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Affiliation(s)
- Paula Rowland
- Department of Occupational Science and Occupational Therapy, Faculty of Medicine, University of Toronto, Toronto, ON, Canada.
- Wilson Centre for Research in Education, University Health Network/University of Toronto, Toronto, ON, Canada.
- Wilson Centre for Research in Education, Toronto, ON, Canada.
- Toronto General Hospital, University Health Network, 200 Elizabeth Ave, Eaton South, 1- 565, Toronto, ON, M5G 2C4, Canada.
| | - Victoria Boyd
- Wilson Centre for Research in Education, University Health Network/University of Toronto, Toronto, ON, Canada
- Institute of Health Policy, Management and Evaluation, University of Toronto, Toronto, ON, Canada
| | - Dean Lising
- BOOST! (Building Optimal Outcomes from Successful Teamwork) Program, IPE Scholar-in-Residence (Centennial College), Centre for Interprofessional Education, University of Toronto, Toronto, ON, Canada
- Department of Physical Therapy, Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| | - Joanne Goldman
- Centre for Quality Improvement and Patient Safety, Toronto, ON, Canada
- Wilson Centre for Research in Education, Toronto, ON, Canada
- Department of Medicine, University of Toronto, Toronto, ON, Canada
| | - Cynthia Whitehead
- Wilson Centre for Research in Education, Toronto, ON, Canada
- Women's College Hospital, Toronto, ON, Canada
- Department of Family and Community Medicine, Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| | - Stella L Ng
- Wilson Centre for Research in Education, Toronto, ON, Canada
- Centre for Faculty Development, University of Toronto, Toronto, ON, Canada
- St. Michael's Hospital, Toronto, ON, Canada
- Centre for Ambulatory Care Education, University of Toronto, Toronto, ON, Canada
- Department of Speech-Language Pathology, Faculty of Medicine, University of Toronto, Toronto, ON, Canada
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15
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Kilpatrick K, Paquette L, Jabbour M, Tchouaket E, Fernandez N, Al Hakim G, Landry V, Gauthier N, Beaulieu MD, Dubois CA. Systematic review of the characteristics of brief team interventions to clarify roles and improve functioning in healthcare teams. PLoS One 2020; 15:e0234416. [PMID: 32520943 PMCID: PMC7286504 DOI: 10.1371/journal.pone.0234416] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2020] [Accepted: 05/25/2020] [Indexed: 11/18/2022] Open
Abstract
AIM Describe brief (less than half a day) interventions aimed at improving healthcare team functioning. METHODS A systematic review on brief team interventions aimed at role clarification and team functioning (PROSPERO Registration Number: CRD42018088922). Experimental or quasi-experimental studies were included. Database searches included CINAHL, Medline, EMBASE, PUBMED, Cochrane, RCT Registry-1990 to April 2020 and grey literature. Articles were screened independently by teams of two reviewers. Risk of bias was assessed. Data from the retained articles were extracted by one reviewer and checked by a second reviewer independently. A narrative synthesis was undertaken. RESULTS Searches yielded 1928 unique records. Final sample contained twenty papers describing 19 studies, published between 2009 and 2020. Studies described brief training interventions conducted in acute care in-patient settings and included a total of 6338 participants. Participants' socio-demographic information was not routinely reported. Studies met between two to six of the eight risk of bias criteria. Interventions included simulations for technical skills, structured communications and speaking up for non-technical skills and debriefing. Debriefing sessions generally lasted between five to 10 minutes. Debriefing sessions reflected key content areas but it was not always possible to determine the influence of the debriefing session on participants' learning because of the limited information reported. DISCUSSION Interest in short team interventions is recent. Single two-hour sessions appear to improve technical skills. Three to four 30- to 60-minute training sessions spread out over several weeks with structured facilitation and debriefing appear to improve non-technical skills. Monthly meetings appear to sustain change over time. CONCLUSION Short team interventions show promise to improve team functioning. Effectiveness of interventions in primary care and the inclusion of patients and families needs to be examined. Primary care teams are structured differently than teams in acute care and they may have different priorities.
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Affiliation(s)
- Kelley Kilpatrick
- Susan E. French Chair in Nursing Research and Innovative Practice, Ingram School of Nursing, Faculty of Medicine, McGill University, Montréal, Québec, Canada
- Centre intégré universitaire de santé et de services sociaux de l’Est-de-l’Île-de-Montréal-Hôpital Maisonneuve-Rosemont (CIUSSS-EMTL-HMR), Montréal, Québec, Canada
| | - Lysane Paquette
- Faculty of Nursing, Université de Montréal, Montréal, Québec, Canada
| | - Mira Jabbour
- Centre intégré universitaire de santé et de services sociaux de l’Est-de-l’Île-de-Montréal-Hôpital Maisonneuve-Rosemont (CIUSSS-EMTL-HMR), Montréal, Québec, Canada
| | - Eric Tchouaket
- Department of Nursing, Université du Québec en Outaouais, Saint-Jérôme, Québec, Canada
| | - Nicolas Fernandez
- Department of Family Medicine and Emergency Medicine, Faculty of Medicine, Université de Montréal, Montréal, Québec, Canada
| | - Grace Al Hakim
- Clinical and Professional Development Center, American University of Beirut Medical Center, Beirut, Lebanon
| | - Véronique Landry
- Faculty of Nursing, Université de Montréal, Montréal, Québec, Canada
| | - Nathalie Gauthier
- Nursing and Physical Health Directorate, Centre intégré universitaire de santé et de services sociaux de la Capitale-Nationale, Québec, Québec, Canada
| | | | - Carl-Ardy Dubois
- Department of Management, Evaluation and Health Policy, School of Public Health, Université de Montréal, Montréal, Québec, Canada
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16
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Chan WS, Leung AY. Facebook as a Novel Tool for Continuous Professional Education on Dementia: Pilot Randomized Controlled Trial. J Med Internet Res 2020; 22:e16772. [PMID: 32484441 PMCID: PMC7298630 DOI: 10.2196/16772] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2019] [Revised: 02/27/2020] [Accepted: 03/20/2020] [Indexed: 12/04/2022] Open
Abstract
BACKGROUND Social network sites (SNSs) are widely exploited in health education and communication by the general public, including patients with various conditions. Nevertheless, there is an absence of evidence evaluating SNSs in connecting health professionals for professional purposes. OBJECTIVE This pilot randomized controlled trial was designed to evaluate the feasibility of an intervention aiming to investigate the effects of a continuous professional education program utilizing Facebook to obtain knowledge on dementia and care for patients with dementia. METHODS Eighty health professionals from Hong Kong were recruited for participation in the study and randomized at a 1:1 ratio by a block randomization method to the intervention group (n=40) and control group (n=40). The intervention was an 8-week educational program developed to deliver updated knowledge on dementia care from a multidisciplinary perspective, either by Facebook (intervention group) or by email (control group) from October 2018 to January 2019. The primary outcomes were the effects of the intervention, measured by differences in the means of changes in pre- and postintervention scores of knowledge assessments from the 25-item Dementia Knowledge Assessment Scale (DKAS) and formative evaluation of 20 multiple choice questions. Other outcome measurements included participant compliance, participant engagement in Facebook, satisfaction, and self-perceived uses of Facebook for continuing professional education programs. RESULTS Significantly more intervention group participants (n=35) completed the study than the control group (n=25) (P<.001). The overall retention rate was 75% (60/80). The mean of changes in scores in the intervention group were significant in all assessments (P<.001). A significant difference in the mean of changes in scores between the two groups was identified in the DKAS subscale Communication and Behavior (95% CI 0.4-3.3, P=.02). There was no significant difference in the total DKAS scores, scores of other DKAS subscales, and multiple choice questions. Participant compliance was significantly higher in the intervention group than in the control group (P<.001). The mean numbers of participants accessing the learning materials were 31.5 (SD 3.9) and 17.6 (SD 5.2) in the intervention and control group, respectively. Polls attracted the highest level of participant engagement, followed by videos. Intervention group participants scored significantly higher in favoring the use of Facebook for the continuing education program (P=.03). Overall, participants were satisfied with the interventions (mean score 4 of a total of 5, SD 0.6). CONCLUSIONS The significantly higher retention rate, together with the high levels of participant compliance and engagement, demonstrate that Facebook is a promising tool for professional education. Education delivered through Facebook was significantly more effective at improving participants' knowledge of how people with dementia communicate and behave. Participants demonstrated positive attitudes toward utilizing Facebook for professional learning. These findings provide evidence for the feasibility of using Facebook as an intervention delivery tool in a manner that can be rolled out into practical settings.
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Affiliation(s)
- Windy Sy Chan
- School of Health Sciences, Caritas Institute of Higher Education, New Territories, China (Hong Kong)
- Faculty of Health and Social Sciences, The Hong Kong Polytechnic University, Kowloon, China (Hong Kong)
| | - Angela Ym Leung
- Centre for Gerontological Nursing, School of Nursing, The Hong Kong Polytechnic University, Kowloon, China (Hong Kong)
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17
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Archer A, Berry I, Bajwa U, Kalda R, Di Ruggiero E. Preferred modalities for delivering continuing education to the public health workforce: a scoping review. Health Promot Chronic Dis Prev Can 2020; 40:116-125. [PMID: 32270669 PMCID: PMC7197640 DOI: 10.24095/hpcdp.40.4.03] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
INTRODUCTION Continuing education (CE) can help public health professionals maintain and further develop their knowledge and skills to adapt to the changing public health landscape. This scoping review aims to identify the preferred modalities for delivering CE to public health professionals and to determine how equity has been incorporated into public health training. METHODS Using the PRISMA extension for Scoping Reviews as a guide, we searched four databases for peer-reviewed primary research studies that evaluated public health workforce CE modalities. RESULTS The review included 33 studies published between 1 January 2000 and 6 August 2019 from over 11 countries. Most articles broadly described their training audience as public health professionals employed by government or non-governmental organizations. Delivery methods included online, in-person or blended learning (combining online and in-person instruction). Learners strongly preferred self-directed approaches. Organizational support, including protected time for professional development during work hours, was an important enabler of training completion. Commonly cited barriers included course duration and a high number of contact hours. CONCLUSION Findings suggest that there is no single preferred training modality. We identified three elements that influence modality preference: design, delivery and organizational support. Modality should be determined by participants' location, needs and previous experiences to ensure the content is relevant and delivered in a way that equips learners to apply the knowledge gained.
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Affiliation(s)
- Anya Archer
- Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada
| | - Isha Berry
- Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada
| | - Uttam Bajwa
- Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada
| | - Robyn Kalda
- Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada
| | - Erica Di Ruggiero
- Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada
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18
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Dev DA, Garcia AS, Tovar A, Hatton-Bowers H, Franzen-Castle L, Rida Z, Reddish L, Smith JA, Burger C, Dinkel D, Behrends D, Hulse E, Sheridan S. Contextual Factors Influence Professional Development Attendance Among Child Care Providers in Nebraska. J Nutr Educ Behav 2020; 52:270-280. [PMID: 31708425 DOI: 10.1016/j.jneb.2019.09.011] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/12/2019] [Revised: 09/09/2019] [Accepted: 09/15/2019] [Indexed: 06/10/2023]
Abstract
OBJECTIVE To examine contextual factors that may influence child care providers' motivators for attending nutrition-related training and their preferences and barriers to attending professional development training. DESIGN Cross-sectional survey completed between January and April 2017. SETTING Licensed child care programs (n = 1,490) across urban and rural Nebraska. PARTICIPANTS Child care center directors (n = 336) and family child care home providers (n = 1,154). MAIN OUTCOME MEASURE(S) Motivators, preferences, and barriers of child care providers for attending professional development. ANALYSIS Descriptive statistics and multiple logistic regression analyses were conducted. RESULTS Top motivators for attending nutrition-related training included meeting licensure requirements and improving job performance. Child care providers most commonly selected preferences for receiving training included in-person and online delivery. Top barriers to obtaining training were schedule conflicts, accessibility, and cost. Child care centers and participants in the Child and Adult Care Food Program (CACFP) and Nutrition and Physical Activity Self-Assessment in Child Care (Go NAP SACC) were more likely to be motivated by licensure requirements. Rural providers were also more likely to report barriers such as inability to travel and limited access to training. Results revealed that child care type, geographic location, CACFP and Go NAP SACC participation can influence child care providers' motivators, preferences, and barriers to attending training. CONCLUSIONS AND IMPLICATIONS Results highlight the importance of offering professional development training that best fits child care providers' needs and preferences.
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Affiliation(s)
- Dipti A Dev
- Department of Child, Youth and Family Studies, University of Nebraska-Lincoln, Lincoln, NE.
| | - Aileen S Garcia
- Department of Counseling and Human Development, South Dakota State University, Brookings, SD
| | - Alison Tovar
- Department of Nutrition and Food Sciences, University of Rhode Island, Kingston, RI
| | - Holly Hatton-Bowers
- Department of Child, Youth and Family Studies, University of Nebraska-Lincoln, Lincoln, NE
| | - Lisa Franzen-Castle
- Department of Nutrition and Health Sciences, University of Nebraska-Lincoln, Lincoln, NE
| | - Zainab Rida
- Nebraska Department of Education, Lincoln, NE
| | - Linda Reddish
- University of Nebraska-Lincoln Extension, Lincoln, NE
| | - Jasmin A Smith
- Department of Child, Youth and Family Studies, University of Nebraska-Lincoln, Lincoln, NE
| | - Christy Burger
- Department of Nutrition and Health Sciences, University of Nebraska-Lincoln, Lincoln, NE
| | - Danae Dinkel
- Department of Health Promotion, Social, Behavioral Health Sciences, University of Nebraska Omaha, Omaha, NE
| | | | - Emily Hulse
- Children's Hospital and Medical Center-Omaha, Omaha, NE
| | - Susan Sheridan
- Nebraska Center for Research on Children, Youth, Families and Schools, Lincoln, NE
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Oster C, Schoo A, Litt J, Morello A, Leibbrandt R, Antonello C, Powers D, Lange B, Maeder A, Lawn S. Supporting workforce practice change: protocol for a pilot study of a motivational interviewing virtual client software tool for health professionals. BMJ Open 2020; 10:e033080. [PMID: 32041854 PMCID: PMC7045188 DOI: 10.1136/bmjopen-2019-033080] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/19/2019] [Revised: 12/24/2019] [Accepted: 01/13/2020] [Indexed: 11/23/2022] Open
Abstract
INTRODUCTION Motivating behavioural change during client consultations is of crucial importance across all health professions to address the growing burden of chronic conditions. Yet health professionals often lack the skills and confidence to use evidence-based counselling interventions to support clients' behavioural change and mobilise clients' resources and self-efficacy for change to address their long-term needs. AIMS This pre-post pilot study will develop a motivational interviewing (MI) virtual client training tool for health professionals and test the effectiveness of the educational content and usability of the virtual client interaction. METHODS AND ANALYSIS Postgraduate students across a range of health disciplines will be recruited. Data assessing attitudes towards preventive healthcare will be collected using a modified version of the Preventive Medicine Attitudes and Activities Questionnaire. Conversations with the virtual client will be analysed using the Motivational Interviewing Treatment Integrity code to assess changes in MI skills. The System Usability Scale will be used to assess the usability of the virtual client training tool. ETHICS AND DISSEMINATION This protocol was approved by the Flinders University Social and Behavioural Research Ethics Committee in May 2019. The results of the pilot study will inform the development of an avatar-based mobile application consisting of MI teaching and interactions with a generic virtual client that can be easily adapted to multiple scenarios.
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Affiliation(s)
- Candice Oster
- College of Medicine & Public Health, Flinders University, Adelaide, South Australia, Australia
| | - Adrian Schoo
- Prideaux Centre for Research in Health Professions Education, Flinders University, Adelaide, South Australia, Australia
| | - John Litt
- College of Medicine & Public Health, Flinders University, Adelaide, South Australia, Australia
| | - Andrea Morello
- College of Medicine & Public Health, Flinders University, Adelaide, South Australia, Australia
| | - Richard Leibbrandt
- College of Medicine & Public Health, Flinders University, Adelaide, South Australia, Australia
| | - Christopher Antonello
- College of Science & Engineering, Flinders University, Adelaide, South Australia, Australia
| | - David Powers
- College of Science & Engineering, Flinders University, Adelaide, South Australia, Australia
| | - Belinda Lange
- College of Nursing & Health Sciences, Flinders University, Adelaide, South Australia, Australia
| | - Anthony Maeder
- College of Nursing & Health Sciences, Flinders University, Adelaide, South Australia, Australia
| | - Sharon Lawn
- College of Medicine & Public Health, Flinders University, Adelaide, South Australia, Australia
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20
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Pizzuti AG, Patel KH, McCreary EK, Heil E, Bland CM, Chinaeke E, Love BL, Bookstaver PB. Healthcare practitioners' views of social media as an educational resource. PLoS One 2020; 15:e0228372. [PMID: 32027686 PMCID: PMC7004337 DOI: 10.1371/journal.pone.0228372] [Citation(s) in RCA: 35] [Impact Index Per Article: 8.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2019] [Accepted: 01/14/2020] [Indexed: 11/24/2022] Open
Abstract
Social media is increasingly utilized as a resource in healthcare. We sought to identify perceptions of using social media as an educational tool among healthcare practitioners. An electronic survey was distributed to healthcare administrators, nurses, nurse practitioners, pharmacists, physicians, and physician assistants f hospital systems and affiliated health science schools in Georgia, Maryland, South Carolina, and Wisconsin. Survey questions evaluated respondents' use and views of social media for educational purposes and workplace accessibility using a Likert scale (1 = strongly disagree, 5 = strongly agree). Nurses (75%), pharmacists (11%), and administrators (7%) were the most frequent respondents. Facebook® (27%), Pinterest® (17%), and Instagram® (17%) were the most frequently accessed social media platforms. Nearly 85% agreed or strongly agreed that social media can be an effective tool for educational purposes. Among those who had social media platforms, 43.0% use them for educational purposes. Pinterest® (30%), Facebook® (22%), LinkedIn® (16%), and Twitter® (14%) were most frequently used for education. About 50% of respondents had limited or no access to social media at work. Administrators, those with unlimited and limited work access, and respondents aged 20-29 and 30-39 years were more likely to agree that social media is an educational tool (OR: 3.41 (95% CI 1.31 to 8.84), 4.18 (95% CI 2.30 to 7.60), 1.66 (95% CI 1.22 to 2.25), 4.40 (95% CI 2.80 to 6.92), 2.14 (95% CI 1.53 to 3.01) respectively). Residents, physicians, and those with unlimited access were less likely to agree with allowing social media access at work for educational purposes only. Healthcare practitioners frequently utilize social media, and many believe it can be an effective educational tool in healthcare.
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Affiliation(s)
- Adam G. Pizzuti
- Department of Clinical Pharmacy and Outcomes Sciences, University of South Carolina College of Pharmacy, Columbia, South Carolina, United States of America
| | - Karan H. Patel
- Kaiser Permanente Georgia, Atlanta, Georgia, United States of America
| | - Erin K. McCreary
- University of Wisconsin Health, Madison, Wisconsin, United States of America
| | - Emily Heil
- University of Maryland College of Pharmacy, Baltimore, Maryland, United States of America
| | - Christopher M. Bland
- University of Georgia College of Pharmacy, Savannah, Georgia, United States of America
| | - Eric Chinaeke
- Department of Clinical Pharmacy and Outcomes Sciences, University of South Carolina College of Pharmacy, Columbia, South Carolina, United States of America
| | - Bryan L. Love
- Department of Clinical Pharmacy and Outcomes Sciences, University of South Carolina College of Pharmacy, Columbia, South Carolina, United States of America
| | - P. Brandon Bookstaver
- Department of Clinical Pharmacy and Outcomes Sciences, University of South Carolina College of Pharmacy, Columbia, South Carolina, United States of America
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21
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Harvey A, Zhang Y, Phillips S, Suarez R, Dekle L, Villalobos A, Pratt-Chapman ML. Initial Outcomes of an Online Continuing Education Series Focused on Post-treatment Cancer Survivorship Care. J Cancer Educ 2020; 35:144-150. [PMID: 30488369 PMCID: PMC6774892 DOI: 10.1007/s13187-018-1453-2] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
There is a growing number of post-treatment cancer survivors in the USA. Cancer survivors can have a variety of care needs and health care professionals must be prepared to meet these needs. The American Cancer Society (ACS) and the George Washington University (GW) Cancer Center developed The Cancer Survivorship E-Learning Series for Primary Care Providers (E-Learning Series) to address the need for cancer survivorship training and education among health care professionals with a focus on primary care. The GW Cancer Center analyzed evaluation data from 1341 learners who voluntarily completed a module pre- and post-assessment between April 15, 2013, and December 31, 2017, to assess differences in self-rated confidence, on a five-point Likert scale, to meet learning objectives. Descriptive statistics characterize the sample and paired samples t tests were used to assess any statistically significant differences from pre to post (p < 0.05). Most learners were nurses (75.19%) and a majority of learners worked in oncology (74.68%) followed by primary care (11.60%). At pre-assessment, the module with the lowest mean self-confidence rating was 3.16 (SD = 0.81) and the highest was 3.60 (SD = 0.73). At post-assessment, module means in self-confidence rating ranged from 4.08 (SD = 0.46) to 4.26 (SD = 0.56). All differences were statistically significant (p < 0.0001). Results highlight gaps in confidence among health care professionals regarding cancer survivorship care and the need for continuing education. There is also a need for additional uptake of the E-Learning Series among primary care providers. Results suggest that the E-Learning Series is an effective educational tool that increases learners' confidence in providing cancer survivorship care.
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Affiliation(s)
- Allison Harvey
- Institute for Patient-Centered Initiatives and Health Equity, The George Washington University Cancer Center, 2600 Virginia Avenue NW, Suite 300, Washington, DC 20037 USA
| | - Yuqing Zhang
- Institute for Patient-Centered Initiatives and Health Equity, The George Washington University Cancer Center, 2600 Virginia Avenue NW, Suite 300, Washington, DC 20037 USA
| | - Serena Phillips
- Institute for Patient-Centered Initiatives and Health Equity, The George Washington University Cancer Center, 2600 Virginia Avenue NW, Suite 300, Washington, DC 20037 USA
| | - Rhea Suarez
- Institute for Patient-Centered Initiatives and Health Equity, The George Washington University Cancer Center, 2600 Virginia Avenue NW, Suite 300, Washington, DC 20037 USA
| | - Laura Dekle
- Institute for Patient-Centered Initiatives and Health Equity, The George Washington University Cancer Center, 2600 Virginia Avenue NW, Suite 300, Washington, DC 20037 USA
| | - Aubrey Villalobos
- Institute for Patient-Centered Initiatives and Health Equity, The George Washington University Cancer Center, 2600 Virginia Avenue NW, Suite 300, Washington, DC 20037 USA
| | - Mandi L. Pratt-Chapman
- Institute for Patient-Centered Initiatives and Health Equity, The George Washington University Cancer Center, 2600 Virginia Avenue NW, Suite 300, Washington, DC 20037 USA
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Kumar M, Ellis CT, Lu Q, Zhang H, Capotă M, Willke TL, Ramadge PJ, Turk-Browne NB, Norman KA. BrainIAK tutorials: User-friendly learning materials for advanced fMRI analysis. PLoS Comput Biol 2020; 16:e1007549. [PMID: 31940340 PMCID: PMC6961866 DOI: 10.1371/journal.pcbi.1007549] [Citation(s) in RCA: 33] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2019] [Accepted: 11/17/2019] [Indexed: 12/15/2022] Open
Abstract
Advanced brain imaging analysis methods, including multivariate pattern analysis (MVPA), functional connectivity, and functional alignment, have become powerful tools in cognitive neuroscience over the past decade. These tools are implemented in custom code and separate packages, often requiring different software and language proficiencies. Although usable by expert researchers, novice users face a steep learning curve. These difficulties stem from the use of new programming languages (e.g., Python), learning how to apply machine-learning methods to high-dimensional fMRI data, and minimal documentation and training materials. Furthermore, most standard fMRI analysis packages (e.g., AFNI, FSL, SPM) focus on preprocessing and univariate analyses, leaving a gap in how to integrate with advanced tools. To address these needs, we developed BrainIAK (brainiak.org), an open-source Python software package that seamlessly integrates several cutting-edge, computationally efficient techniques with other Python packages (e.g., Nilearn, Scikit-learn) for file handling, visualization, and machine learning. To disseminate these powerful tools, we developed user-friendly tutorials (in Jupyter format; https://brainiak.org/tutorials/) for learning BrainIAK and advanced fMRI analysis in Python more generally. These materials cover techniques including: MVPA (pattern classification and representational similarity analysis); parallelized searchlight analysis; background connectivity; full correlation matrix analysis; inter-subject correlation; inter-subject functional connectivity; shared response modeling; event segmentation using hidden Markov models; and real-time fMRI. For long-running jobs or large memory needs we provide detailed guidance on high-performance computing clusters. These notebooks were successfully tested at multiple sites, including as problem sets for courses at Yale and Princeton universities and at various workshops and hackathons. These materials are freely shared, with the hope that they become part of a pool of open-source software and educational materials for large-scale, reproducible fMRI analysis and accelerated discovery. The analysis of brain activity, as measured using functional magnetic resonance imaging (fMRI), has led to significant discoveries about how the brain processes information and how this is affected by disease. However, exhaustive multivariate analyses in space and time, run across a large number of subjects, can be complex and computationally intensive, creating a high barrier for entry into this field. Furthermore, the materials available to learn these methods do not encompass all the methods used, work is often published with no publicly available code, and the analyses are often difficult to run on large datasets without cluster computing. We have created interactive software tutorials that make it easy to understand and execute advanced analyses on fMRI data using the BrainIAK package—an open-source package built in Python. We have released these tutorials freely to the public and have significantly reduced computational roadblocks for users by making it possible to run the tutorials with a web browser and internet connection. We hope that this facilitated access and the usability of the underlying code—a compendium for how to program and optimize the latest fMRI analyses—will accelerate training, reproducibility, and discovery in cognitive neuroscience.
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Affiliation(s)
- Manoj Kumar
- Princeton Neuroscience Institute, Princeton University, Princeton, New Jersey, United States of America
- * E-mail:
| | - Cameron T. Ellis
- Department of Psychology, Yale University, New Haven, Connecticut, United States of America
| | - Qihong Lu
- Princeton Neuroscience Institute, Princeton University, Princeton, New Jersey, United States of America
| | - Hejia Zhang
- Center for Statistics and Machine Learning, Princeton University, Princeton, New Jersey, United States of America
| | - Mihai Capotă
- Brain-Inspired Computing Lab, Intel Corporation, Hillsboro, Oregon, United States of America
| | - Theodore L. Willke
- Brain-Inspired Computing Lab, Intel Corporation, Hillsboro, Oregon, United States of America
| | - Peter J. Ramadge
- Princeton Neuroscience Institute, Princeton University, Princeton, New Jersey, United States of America
- Center for Statistics and Machine Learning, Princeton University, Princeton, New Jersey, United States of America
| | | | - Kenneth A. Norman
- Princeton Neuroscience Institute, Princeton University, Princeton, New Jersey, United States of America
- Department of Psychology, Princeton University, Princeton, New Jersey, United States of America
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23
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Gottlieb M, Egan DJ, Krzyzaniak SM, Wagner J, Weizberg M, Chan T. Rethinking the Approach to Continuing Professional Development Conferences in the Era of COVID-19. J Contin Educ Health Prof 2020; 40:187-191. [PMID: 32658014 DOI: 10.1097/ceh.0000000000000310] [Citation(s) in RCA: 24] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
The COVID-19 pandemic has required a substantial change to the approach used for traditional, in-person continuing professional development (CPD) conferences. Running a virtual CPD conference will necessitate consideration of digital platforms and conversion of large group and small group sessions, abstract presentations, and networking events to a digital medium. This paper will discuss these challenges and present strategies to address them for CPD conference planning in the era of COVID-19.
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Affiliation(s)
- Michael Gottlieb
- Dr. Gottlieb: Associate Professor, Ultrasound Division Director, and Clinical Ultrasound Fellowship Director, Department of Emergency Medicine, Rush University Medical Center, Chicago, IL. Dr. Egan: Vice Chair of Education, Department of Emergency Medicine, Columbia University Vagelos College of Physicians and Surgeons, New York City, NY. Dr. Krzyzaniak: Associate Professor and Associate Residency Program Director, Department of Emergency Medicine, University of Illinois College of Medicine, Peoria, IL. Dr. Wagner: Residency Program Director, Department of Emergency Medicine, Washington University, Saint Louis, MO. Dr. Weizberg: Residency Program Director and Associate Chair for Education, Department of Emergency Medicine, Staten Island University Hospital, New York, NY. Dr. Chan: Associate Professor and Assistant Dean for Faculty Development, Division of Emergency Medicine, Department of Medicine, McMaster University, Hamilton, Ontario, Canada
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Abstract
Continuing professional development (CPD) is a widely used and evolving set of complex interventions that seeks to update and improve the knowledge, skills, and performance of health care professionals to ultimately improve patient care and outcomes. While synthesized evidence shows CPD in general to be effective, effects vary, in part due to variation in CPD interventions and limited understanding of CPD mechanisms of action. We introduce two behavioral science tools-the Behavior Change Technique Taxonomy version 1 and the Theoretical Domains Framework-that can be used to characterize the content of CPD interventions and the determinants of behaviour potentially targeted by the interventions, respectively. We provide a worked example of the use of these tools in coding the educational content of 43 diabetes quality improvement trials containing clinician education as part of their multicomponent intervention. Fourteen (of a possible 93; 15%) behavior change techniques were identified in the clinician education content of the quality improvement trials, suggesting a focus of addressing the behavioral determinants beliefs about consequences, knowledge, skills, and social influences, of diabetes care providers' behavior. We believe that the Behavior Change Technique Taxonomy version 1 and Theoretical Domains Framework offer a novel lens to analyze the CPD content of existing evidence and inform the design and evaluation of future CPD interventions.
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Affiliation(s)
- Kristin J Konnyu
- Dr. Konnyu: Assistant Professor, Center for Evidence Synthesis in Health, School of Public Health, Brown University, Providence, RI, and Department of Health Services, Policy & Practice, School of Public Health, Brown University, Providence, RI. Dr. McCleary: Postdoctoral Fellow, Clinical Epidemiology Program, Ottawa Hospital Research Institute, Ottawa, Ontario, Canada, and Postdoctoral Fellow, School of Epidemiology and Public Health, University of Ottawa, Ottawa, Ontario, Canada. Dr. Presseau: Scientist, Clinical Epidemiology Program, Ottawa Hospital Research Institute, Ottawa, Ontario, Canada, Associate Professor, School of Epidemiology and Public Health, University of Ottawa, Ottawa, Ontario, Canada, and School of Psychology, University of Ottawa, Ottawa, Ontario, Canada. Dr. Ivers: Family Physician, Family Practice Health Centre, Women's College Research Institute, and Institute for Health Systems Solutions and Virtual Care, Women's College Hospital, Toronto, Ontario, Canada, and Associate Professor, Department of Family and Community Medicine, and Institute of Health Policy Management and Evaluation, University of Toronto, Toronto, Ontario, Canada. Dr. Grimshaw: Senior Scientist, Clinical Epidemiology Program, Ottawa Hospital Research Institute, Ottawa, Ontario, Canada, Full Professor, School of Epidemiology and Public Health, University of Ottawa, Ottawa, Ontario, Canada, and Department of Medicine, University of Ottawa, Ottawa, Ontario, Canada
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Orr L, Houghton P, Holyoke P, Lala D. A Quasi-Experimental Evaluation of an Education Program for the Use of Electrical Stimulation Therapy to Heal Pressure Injuries. Wound Manag Prev 2020; 66:14-23. [PMID: 32459657] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
UNLABELLED Electrical stimulation (E-Stim) involves applying low levels of electrical current. Despite high-level recommendations for E-stim use in many pressure injury (PrI) best practice treatment guidelines, clinicians seldom use E-Stim. PURPOSE This quasi-experimental design study aimed to determine whether an educational program could improve health care providers' knowledge and attitudes regarding the use of E-Stim for treating PrIs in community-dwelling individuals with spinal cord injury living in 1 region of Ontario, Canada. METHODS An educational intervention based on a university-level continuing education program was developed as part of a multifaceted knowledge mobilization project. Health care providers (eg, nurses, physicians, and allied health professionals) from multiple agencies were invited to participate. The instructional series included 8 online modules on background theory and knowledge and a hands-on workshop that familiarized participants with the equipment necessary to deliver E-Stim. Knowledge (percentage of correct answers using a knowledge test developed by the research team) and attitudes (assessed using the E-Stim Attitude Survey in which items were scored using a 5-point Likert scale (where 0 indicated a negative attitude and 5 a positive attitude) were evaluated 3 times (pre-education, post-online, and post-workshop). Data were aggregated into unit-weighted averaged composites of 3 attitude subscales (resources, evidence-based practice, and education), which were compared before and after educational sessions using a linear mixed effect model. RESULTS Among the 83 participants, a significant increase in knowledge scores was noted from pre-education (55.9%) to post-online (78.4%) and post-workshop (78.0%) (X² [2] = 89.34; P <.001). A significant increase in attitude scores was noted across time points (resources: X² [2] = 27.32, P <.0001; evidence-based practice: X² [2] = 38.93, P <.0001; and education: X² [2] = 92.88, P <.0001). For the evidence-based practice subscale, attitude increased significantly post-online (t[127] = 6.03, P <.0001). For the resources subscale, a significant increase was detected after post-workshop (t[113] = 5.23, P <.001]. CONCLUSIONS Online education increased health care providers' knowledge about E-Stim; however, hands-on workshops were required to change certain attitudes about the use of E-Stim for wound healing. Further research is required to evaluate 1) whether a change in knowledge and attitude scores translates to a practice change for health care providers and 2) the potential importance of ongoing coaching and mentorship for a sustainable change in the clinical setting.
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Affiliation(s)
- Lyndsay Orr
- South West Regional Wound Care Program, Ontario, Canada
| | - Pamela Houghton
- School of Physical Therapy, Western University, London, Ontario, Canada
| | - Paul Holyoke
- Saint Elizabeth Research Centre, Markham, Ontario
| | - Deena Lala
- St. Joseph's Health Care London, London, Ontario
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Soma Y, Inui A, Asanuma M. [Factors that affect dietitians and registered dietitians' learning about dental caries and periodontal disease]. Nihon Koshu Eisei Zasshi 2020; 67:573-581. [PMID: 33041283 DOI: 10.11236/jph.20-024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Objectives The present study examined factors that affect learning about dental caries and periodontal disease before or after graduation or completion of training for dietitians and registered dietitians.Methods A questionnaire survey was conducted with members of the Aomori Prefectural Dietetic Association between October and November 2019, and 276 participants were included in the analysis. A multiple logistic regression analysis was performed to assess the characteristics associated with learning about dental caries and periodontal disease; odds ratios (ORs) and 95% confidence intervals (95% CIs) were calculated. The following independent variables were assessed: age (<30, 30-39, 40-49, 50-59, or ≥60 years), license (dietitian or registered dietitian), and occupational field (medical institution [nutrition management or food service], administrative agency, nursing care insurance facility, school-related work, training instructor in training facility for dietitians and registered dietitians, or other).Results The multiple logistic regression analysis showed that dietitians and registered dietitians who had learned about dental caries and periodontal disease during training tended to be below the age of 40 years and have a registered dietitian license (dental caries: OR=2.79, 95% CI=1.08-7.24; periodontal disease: OR=6.51, 95% CI=1.71-24.84). Furthermore, dietitians and registered dietitians who had learned about dental caries and periodontal disease after graduation or training completion tended to be over the age of 40, have studied at a training facility (dental caries: OR=3.21, 95% CI=1.65-6.27; periodontal disease: OR=3.06, 95% CI=1.32-7.12), and be employed in the field of school-related work (dental caries: OR=4.23, 95% CI=1.03-17.27; periodontal disease: OR=5.56, 95% CI=1.15-26.98).Conclusions To facilitate increased cooperation among practitioners in the fields of nutrition and dental health, necessary opportunities for learning about dental caries and periodontal disease alongside experts should be provided to those who do not have a registered dietitian license and have not studied at training facilities.
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Affiliation(s)
- Yuki Soma
- Morioka Junior College, Iwate Prefectural University
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Abstract
BACKGROUND Traumatic experiences across the lifespan can affect an individual's physical, social, and emotional health and cognitive development. There has been an increased focus on trauma-informed initiatives in various public and health care sectors, but these initiatives are lacking in higher education. METHOD A pre-post survey design was used in a trauma-informed professional development session. The survey evaluated educator's knowledge and perceptions of trauma-informed care (TIC) and trauma-informed educational strategies (TIES). Select interviews were then conducted to further analyze knowledge and perception related to TIC and TIES. RESULTS The results demonstrated an increase in knowledge of TIC and TIES, as well as an improved ability to support students. P values were statistically significant at <.05. CONCLUSION The integration of a trauma-informed professional development session for all educators is the first step in the integration of TIC in higher education and a transition to a trauma-sensitive culture.
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Affiliation(s)
- Kristen Doughty
- Dr. Doughty: Instructional Coordinator/Nursing Faculty, Delaware Technical Community College, Newark, DE
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Hopwood N, Blomberg M, Dahlberg J, Abrandt Dahlgren M. Three Principles Informing Simulation-Based Continuing Education to Promote Effective Interprofessional Collaboration: Reorganizing, Reframing, and Recontextualizing. J Contin Educ Health Prof 2020; 40:81-88. [PMID: 32404776 DOI: 10.1097/ceh.0000000000000292] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Shoulder dystocia is a complex birth emergency where patient outcomes remain a concern. This article investigates the detailed processes of simulation-based continuing education in a hospital where evidence over 10 years demonstrates improvements in practitioner knowledge, enacted practices, and maternal and child outcomes. METHODS Data were collected by video recording teams participating in a shoulder dystocia simulation and debrief. Analysis combined grounded thematic development with purposive coding of enactments of a relevant protocol (the ALSO HELPERR). RESULTS Three themes were identified (three Rs) that capture how effective interprofessional collaboration is promoted through collectively oriented reflection: Reorganizing roles and responsibilities between team members; Reframing the problem of shoulder dystocia from individuals correctly following a protocol, to a team of professionals who need to attune to, respond to, and support one another; and Recontextualizing by collectively "commingling" theoretical knowledge with practical experience to reflect on actions and judgements. DISCUSSION The three Rs are relevant to diverse clinical settings and address gaps in knowledge relating to the process of interprofessional simulation. Together, they constitute a set of principles to inform the design and conduct of continuing education for interprofessional practice through simulation.
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Affiliation(s)
- Nick Hopwood
- Dr. Hopwood: Associate Professor, School of International Studies and Education, University of Technology Sydney, Sydney, Australia, and Department of Curriculum Studies, Stellenbosch Universiteit, Stellenbosch, South Africa. Ms. Blomberg: Professor, Department of Clinical and Experimental Medicine, Linköping University, Linköping, Sweden, and Department of Obstetrics and Gynecology, Linköping University, Linköping, Sweden. Ms. Dahlberg: Senior Lecturer, Department of Clinical and Experimental Medicine, Linköping University, Linköping, Sweden. Ms. Abrandt Dahlgren: Professor in Medical Education, Department of Medicine and Health, Linköping University, Linköping, Sweden
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Searchfield GD, Fok C, Donaldson T, Durai M, Kleinstäuber M, Linford T, Maslin M. An Evaluation of a Continuing Education Workshop for Audiologists on the Assessment and Management of Tinnitus. J Contin Educ Health Prof 2020; 40:125-130. [PMID: 32175932 DOI: 10.1097/ceh.0000000000000285] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Tinnitus assessment and management is an important component of audiology. The benefits of continuing education (CE) workshops in the field of tinnitus have not been published. This study evaluated the outcomes of a workshop centered around a Sound Therapy and Aural Rehabilitation for Tinnitus (START) framework. Our hypotheses were that a CE workshop would (1) be useful, (2) improve clinician's knowledge and willingness to undertake tinnitus practice, and (3) result in learners using knowledge gained in their practice. METHODS Twenty-five participants attending a 3-day tinnitus workshop were invited to complete an evaluation immediately and 3 months after the workshop's completion. The workshop consisted of seminars and practical sessions. The pedagogical approaches employed were experiential (theory building, reflection, and testing) and community of practice (shared experiences). RESULTS Participants reported on a 5-point Likert scale (1 = not useful-5 = excellent) a high level of satisfaction both immediately after the workshop (ratings of usefulness: mean, 4.8; SD, 0.4; willingness to practice: 4.6; SD. 0.6; ability to manage: 4.6; SD, 0.5; all "excellent" ratings) and 3 months later (ratings of usefulness: mean, 4.2; SD, 0.9, "very useful;" willingness to practice: 4.6; SD, 0.6, "excellent;" ability to manage: 4.1; SD. 0.5, "very useful"). Open-ended questions indicated participants made changes in their practice that reflected material provided in the CE. CONCLUSION The workshop was successful in improving knowledge and confidence of audiologists in undertaking tinnitus assessment and management, but the need for ongoing support and supervision was a common theme.
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Affiliation(s)
- Grant D Searchfield
- Dr. Searchfield: Associate Professor, Eisdell Moore Centre, Audiology Section, School of Population Health, The University of Auckland, Auckland, New Zealand, Centre for Brain Research, The University of Auckland, Auckland, New Zealand, and Brain Research New Zealand, New Zealand. Ms. Fok: Research Assistant, Eisdell Moore Centre, Audiology Section, School of Population Health, The University of Auckland, Auckland, New Zealand. Mr. Donaldson: Head Project Manager, University Strategic Programme Office, The University of Auckland, Auckland, New Zealand. Dr. Durai: Research Fellow, Eisdell Moore Centre, Audiology Section, School of Population Health, The University of Auckland, Auckland, New Zealand. Dr. Kleinstäuber: Senior Lecturer, Department of Psychological Medicine, Dunedin School of Medicine, University of Otago, Dunedin, New Zealand. Ms. Linford: Audiologist, Eisdell Moore Centre, Audiology Section, School of Population Health, The University of Auckland, Auckland, New Zealand. Dr. Maslin: Research Fellow, Eisdell Moore Centre, Audiology Section, School of Population Health, The University of Auckland, Auckland, New Zealand
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Rezhake R, Xu XQ, Montigny S, Berger A, Hu SY, Liu ZH, Sankaranarayanan R, Qiao YL, Basu P, Zhao FH. Training Future Leaders: Experience from China-ASEAN Cancer Control Training Program. J Cancer Educ 2019; 34:1067-1073. [PMID: 30097990 DOI: 10.1007/s13187-018-1409-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Cancer care professionals are pivotal in translating the knowledge into action in the continuum of cancer control process. Unfortunately, in China and the Association of South-east Asian Nations (ASEAN), limited training opportunities are available for health professionals in the area of cancer prevention and control. Therefore, the Cancer Hospital, Chinese Academy of Medical Sciences (CICAMS), and the International Agency for Research on Cancer (IARC) collaboratively designed and held the China-ASEAN Cancer Control and Prevention Training Program to provide continuing education opportunities for cancer professionals from China and ASEAN countries. The aim of this article is to report on the effectiveness and quality of the program and share our experience. A total of 36 participants from 12 countries completed the whole course including 1-month online learning and 1-week face-to-face workshop and cancer control facility tour in October 2017. After completion of the program, all participants were invited to fill out a questionnaire and to provide their comments on the training course. Out of 36 participants, 33 completed the evaluation form and they rated the training course highly in terms of satisfaction, value, and likelihood of recommending it to other colleagues. Additionally, all participants provided very detailed and practical comments on the course. Such an intensive, short-term, and comprehensive training program is expected to help participants establish a broader view of cancer prevention and control within the wider health services and be involved in national cancer control programs in a more efficient way. This training course could serve as a model for other institutes dedicated to nurturing future leaders in cancer control.
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Affiliation(s)
- Remila Rezhake
- Department of Cancer Epidemiology, National Cancer Center/National Clinical Research Center for Cancer/Cancer Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, 17 South Panjiayuan Lane, PO Box 2258, Beijing, 100021, China
| | - Xiao-Qian Xu
- Department of Cancer Epidemiology, National Cancer Center/National Clinical Research Center for Cancer/Cancer Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, 17 South Panjiayuan Lane, PO Box 2258, Beijing, 100021, China
| | - Sandrine Montigny
- Education and Training Group, International Agency for Research on Cancer, Lyon, France
| | - Anouk Berger
- Education and Training Group, International Agency for Research on Cancer, Lyon, France
| | - Shang-Ying Hu
- Department of Cancer Epidemiology, National Cancer Center/National Clinical Research Center for Cancer/Cancer Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, 17 South Panjiayuan Lane, PO Box 2258, Beijing, 100021, China
| | - Zhi-Hua Liu
- Department of Gynecology, Shenzhen Maternity and Child Healthcare Hospital, Shenzhen, China
| | - Rengaswamy Sankaranarayanan
- RTI (Research Triangle Institute) International-India, New Delhi, India
- Screening Group, Early Detection and Prevention Section, International Agency for Research on Cancer, 150 Cours Albert Thomas, 69372, Lyon CEDEX 08, France
| | - You-Lin Qiao
- Department of Cancer Epidemiology, National Cancer Center/National Clinical Research Center for Cancer/Cancer Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, 17 South Panjiayuan Lane, PO Box 2258, Beijing, 100021, China
| | - Partha Basu
- Screening Group, Early Detection and Prevention Section, International Agency for Research on Cancer, 150 Cours Albert Thomas, 69372, Lyon CEDEX 08, France.
| | - Fang-Hui Zhao
- Department of Cancer Epidemiology, National Cancer Center/National Clinical Research Center for Cancer/Cancer Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, 17 South Panjiayuan Lane, PO Box 2258, Beijing, 100021, China.
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Ramani S, McMahon GT, Armstrong EG. Continuing professional development to foster behaviour change: From principles to practice in health professions education. Med Teach 2019; 41:1045-1052. [PMID: 31131672 DOI: 10.1080/0142159x.2019.1615608] [Citation(s) in RCA: 41] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
Healthcare professionals need to continuously improve their knowledge, skills and performance to effectively function in an ever-changing healthcare environment. They depend on continuing professional development programs (CPD), either within or outside their institutions, to reflect on and update their clinical practice. Professional growth requires more than knowledge transfer; it requires curiosity, humility, self-awareness and a motivation for mastery. Educators can build on these factors and create effective learning experiences to develop complex skills including communication, interprofessional collaboration, teamwork, leadership and reflective practice. CPD program leaders should adopt an evolved approach to program design that leverages adult learning principles, active learning and longitudinal curricula, while identifying and overcoming system barriers to change, and targeting meaningful behaviour and health outcomes. In this article, we describe principles and strategies that CPD leaders can apply to their own programs, categorized under three steps: (1) Program design, (2) Program implementation and (3) Program evaluation. Under each step, we provide theoretical principles as well as practical tips, focusing on strategies that can motivate and facilitate change.
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Affiliation(s)
- Subha Ramani
- Harvard Medical School, Brigham and Women's Hospital , Boston , MA , USA
| | - Graham T McMahon
- Accreditation Council for Continuing Medical Education , Chicago , IL , USA
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Matyas N, Keser Aschenberger F, Wagner G, Teufer B, Auer S, Gisinger C, Kil M, Klerings I, Gartlehner G. Continuing education for the prevention of mild cognitive impairment and Alzheimer's-type dementia: a systematic review and overview of systematic reviews. BMJ Open 2019; 9:e027719. [PMID: 31270114 PMCID: PMC6609120 DOI: 10.1136/bmjopen-2018-027719] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/08/2018] [Revised: 05/24/2019] [Accepted: 06/06/2019] [Indexed: 01/21/2023] Open
Abstract
OBJECTIVE To summarise evidence on the preventive effects of continuing education on mild cognitive impairment and Alzheimer's-type dementia in adults 45 years or older. DESIGN Systematic review and overview of systematic reviews. DATA SOURCES We systematically searched MEDLINE, PsycINFO, EMBASE, Cochrane Central Register of Controlled Trials, Cumulative Index to Nursing and Allied Health Literature, and Scopus for published studies and grey literature databases for unpublished studies from January 1990 to April 2018. METHODS To assess evidence directly addressing our objectives, we conducted a systematic review. Because we were aware of a dearth of direct evidence, we also performed an overview of systematic reviews on leisure activities that mimic formal continuing education. We a priori established the inclusion and exclusion criteria. Two authors independently assessed inclusion and exclusion at the abstract and full-text level, rated the risk of bias, and determined the certainty of evidence using the Grading of Recommendations Assessment, Development and Evaluation. We resolved all discrepancies by consensus. We synthesised the available evidence narratively. RESULTS Our searches identified 4933 citations. For the systematic review, only two publications on the same prospective cohort study (Tasmanian Healthy Brain Project) met the inclusion criteria; for the overview of reviews, we included five systematic reviews. Based on 459 participants, preliminary data of the ongoing cohort study indicated that cognitive reserve statistically significantly increased in persons attending university classes compared with the control group (92.5% vs 55.7%, p<0.01). Likewise, language processing capacities statistically significantly improved (p<0.01). Episodic memory, working memory and executive function did not differ significantly between groups. Systematic reviews consistently reported a positive association between participation in cognitively stimulating leisure activities and reduced incidence of dementia and improved cognitive test performance. CONCLUSION Available results demonstrate that cognitive reserve increases through continuing education and show a positive association of cognitive leisure activities with both improved cognitive function and lower dementia incidence. PROSPERO REGISTRATION NUMBER CRD42017063944.
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Affiliation(s)
- Nina Matyas
- Department for Evidence-based Medicine and Clinical Epidemiology, Donau-Universitat Krems, Krems, Austria
| | - Filiz Keser Aschenberger
- Department for Continuing Education Research and Educational Management, Donau-Universitat Krems, Krems, Austria
| | - Gernot Wagner
- Department for Evidence-based Medicine and Clinical Epidemiology, Donau-Universitat Krems, Krems, Austria
| | - Birgit Teufer
- Department for Evidence-based Medicine and Clinical Epidemiology, Donau-Universitat Krems, Krems, Austria
| | - Stefanie Auer
- Department for Clinical Neurosciences and Preventive Medicine, Donau-Universitat Krems, Krems, Austria
| | - Christoph Gisinger
- Center for Geriatric Medicine and Geriatric Nursing, Donau-Universitat Krems, Krems, Austria
| | - Monika Kil
- Department for Continuing Education Research and Educational Management, Donau-Universitat Krems, Krems, Austria
| | - Irma Klerings
- Department for Evidence-based Medicine and Clinical Epidemiology, Donau-Universitat Krems, Krems, Austria
| | - Gerald Gartlehner
- Department for Evidence-based Medicine and Clinical Epidemiology, Donau-Universitat Krems, Krems, Austria
- Evidence-based Practice Center, RTI International, Research Triangle Park, North Carolina, USA
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Ravyn D, Goodwin B, Lowney R. Continuous learning in multiple sclerosis care: a qualitative study of the expanded learning model for systems. Int J Med Educ 2019; 10:122-128. [PMID: 31256072 PMCID: PMC6766394 DOI: 10.5116/ijme.5cfa.29cb] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/17/2019] [Accepted: 06/07/2019] [Indexed: 06/09/2023]
Abstract
OBJECTIVES This study characterized how an online continuing education activity affected knowledge, attitudes, and practices of healthcare professionals who care for patients with multiple sclerosis (MS) and whether those changes reflected theorized translational mechanisms proposed in The Expanded Learning Model for Systems (TELMS). METHODS This preliminary study used semi-structured interviews (thematic analysis) to assess whether and how translational mechanisms underpinning the TELMS theory might be revealed in learners' attitudes and practice behavior. Eighteen participants (primarily neurologists and nurses) were interviewed by telephone or online. Thematic analysis identified relevant themes according to sensitizing concepts derived from TELMS and the recognition of emergent themes. RESULTS Textual interpretation of interview data revealed that MS providers act in various scenarios that validate the principles of TELMS model of learning engagement. Further, elements of translational mechanisms proposed by TELMS were consistently observed in the narrative reflections. Emergent themes included the importance of practices such as goal setting, coordination of care, systems-level MS care, and economic considerations. Practitioners particularly drew on ideas from TELMS when facing challenges in diverse cultural and sociocultural settings. CONCLUSIONS We identified mechanisms of change reflected in the TELMS model that is useful for the design and evaluation of future educational activities. These include attitudes and beliefs about the application of evidence-aligned MS care, as well as the commitment to multidisciplinary strategies, enhanced coordination of care, and promotion of systems-based changes. Future studies are needed to further validate the TELMS model.
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Affiliation(s)
- Dana Ravyn
- CMEology, West Hartford, Connecticut, USA
| | | | - Rob Lowney
- CMEology, West Hartford, Connecticut, USA
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Keir A, Bamat N, Patel RM, Elkhateeb O, Roland D. Utilising social media to educate and inform healthcare professionals, policy-makers and the broader community in evidence-based healthcare. BMJ Evid Based Med 2019; 24:87-89. [PMID: 30049686 DOI: 10.1136/bmjebm-2018-111016] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/15/2018] [Indexed: 11/04/2022]
Affiliation(s)
- Amy Keir
- Robinson Research Institute and the Adelaide Medical School, University of Adelaide, North Adelaide, South Australia, Australia
- Healthy Mothers, Babies and Children Theme, South Australian Health and Medical Research Institute, North Adelaide, South Australia, Australia
| | - Nicolas Bamat
- Division of Neonatology, Center for Pediatric Clinical Effectiveness, The Children's Hospital of Philadelphia, Philadelphia, Pennsylvania, USA
| | | | | | - Damian Roland
- Paediatric Emergency Medicine Leicester Academic (PEMLA) Group, Leicester Royal Infirmary, Leicester, UK
- Department of Health Sciences, SAPPHIRE Group, Leicester University, Leicester, UK
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Lehane E, Leahy-Warren P, O’Riordan C, Savage E, Drennan J, O’Tuathaigh C, O’Connor M, Corrigan M, Burke F, Hayes M, Lynch H, Sahm L, Heffernan E, O’Keeffe E, Blake C, Horgan F, Hegarty J. Evidence-based practice education for healthcare professions: an expert view. BMJ Evid Based Med 2019; 24:103-108. [PMID: 30442711 PMCID: PMC6582731 DOI: 10.1136/bmjebm-2018-111019] [Citation(s) in RCA: 98] [Impact Index Per Article: 19.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/15/2018] [Indexed: 11/03/2022]
Abstract
Internationally, evidence-based practice (EBP) is recognised as a foundational element of healthcare professional education. Achieving competency in this area is a complex undertaking that is reflected in disparities between 'best EBP' and actual clinical care. The effective development and implementation of professional education to facilitate EBP remains a major and immediate challenge. To ascertain nuanced perspectives on the provision of EBP education internationally, interviews were conducted with five EBP education experts from the UK, Canada, Australia and New Zealand. Definitive advice was provided in relation to (1) EBP curriculum considerations, (2) teaching EBP and (3) stakeholder engagement in EBP education. While a considerable amount of EBP activity throughout health profession education is apparent, effectively embedding EBP throughout curricula requires further development, with a 'real-world' pragmatic approach that engenders dialogue and engagement with all stakeholders required.
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Affiliation(s)
- Elaine Lehane
- Catherine McAuley School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | - Patricia Leahy-Warren
- Catherine McAuley School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | - Cliona O’Riordan
- Catherine McAuley School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | - Eileen Savage
- Catherine McAuley School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | - Jonathan Drennan
- Catherine McAuley School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | | | - Michael O’Connor
- Postgraduate Medical Training, Cork University Hospital/Royal College of Physicians, Cork, Ireland
| | - Mark Corrigan
- Postgraduate Surgical Training, Breast Cancer Centre, Cork University Hospital/Royal College of Surgeons, Cork, Ireland
| | - Francis Burke
- School of Dentistry, University College Cork, Cork, Ireland
| | - Martina Hayes
- School of Dentistry, University College Cork, Cork, Ireland
| | - Helen Lynch
- School of Clinical Therapies, University College Cork, Cork, Ireland
| | - Laura Sahm
- School of Pharmacy, University College Cork, Cork, Ireland
| | - Elizabeth Heffernan
- Nursing and Midwifery Planning and Development Unit, Kerry Centre for Nurse and Midwifery Education, Cork, Ireland
| | - Elizabeth O’Keeffe
- Symptomatic Breast Imaging Unit, Cork University Hospital, Cork, Ireland
| | - Catherine Blake
- School of Public Health, Physiotherapy and Sports Science, University College Dublin, Dublin, Ireland
| | - Frances Horgan
- School of Physiotherapy, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Josephine Hegarty
- Catherine McAuley School of Nursing and Midwifery, University College Cork, Cork, Ireland
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Abstract
INTRODUCTION Although much literature exists regarding the operationalization of the term engagement, this relates specifically to work/employee engagement and user, consumer, and scholarly engagement. There is no clear understanding of the term Continuing Professional Development (CPD) engagement for allied health professionals and Nurses and Midwives in the UK, although it is becoming a frequently used term. This raises the challenge of creating measures of the impact of CPD engagement. This concept analysis therefore sought to operationalize the term CPD engagement. METHODS A theoretical concept analysis was undertaken, as part of a Professional Doctorate, using Walker and Avant's Concept Analysis Framework. Literature was accessed via OVID, PubMed, CINAHL, ERIC, ABI INFO, and PsychINFO using search terms engagement, work/employee, user, consumer, scholarly engagement, CPD, and life-long learning. RESULTS Defining attributes for CPD engagement included criteria based around the terms such as self-initiated, voluntary, applied, recorded, evaluated and shared, and continuation of learning beyond the initial activity. Antecedents focused around drive and availability of resources including time, money, and support. DISCUSSION There are potentially many positive consequences of CPD engagement, such as job satisfaction, employee retention, and quality of service provision, that may be more easily investigated and measured against the attributes defined from this study, which indicates that CPD engagement is characterized by the following five criteria: (1) self-initiated; (2) rewarded (either intrinsically or extrinsically); (3) applied in practice; (4) recorded, evaluated, and shared with others; and finally (5) continues beyond the initial learning activity.
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Affiliation(s)
- Deb Hearle
- Ms. Deb Hearle: Senior Lecturer and Head of Health Professions, Occupational Therapy, School of Healthcare Sciences College of Biomedical and Life Sciences, Cardiff University, Cardiff, United Kingdom. Ms. Sarah Lawson: PhD Candidate, Graduate Lecturer, Occupational Therapy, Faculty of Social and Life Sciences, Wrexham Glyndwr University, Wrexham, United Kingdom
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Curran V, Fleet L, Simmons K, Lannon H, Gustafson DL, Wang C, Garmsiri M, Wetsch L. Adoption and Use of Mobile Learning in Continuing Professional Development by Health and Human Services Professionals. J Contin Educ Health Prof 2019; 39:76-85. [PMID: 30908401 DOI: 10.1097/ceh.0000000000000243] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
INTRODUCTION Health and human services professionals are increasingly using mobile devices to support clinical decision-making and evidence-based practice. However, research on self-directed learning in an era of growing digital technology utilization is underdeveloped. This study explored the adoption and use of mobile learning as a continuing professional development (CPD) activity. METHODS A mixed-methods case study using semistructured interviews and a web-based questionnaire was conducted with health and human services professionals in Newfoundland and Labrador, Canada. RESULTS Respondents reported using a smartphone (53.8%), tablets (50.4%), YouTube (43.0%), and mobile apps (35.8%) for CPD. The highest-rated benefits of mobile learning included improved access to information (M = 3.51); potential for enhanced knowledge acquisition (M = 3.45); staying up to date (M = 3.44); and verifying information (M = 3.40). The greatest barriers included cost of some apps and resources (M = 3.07); websites/programs not functional on mobile devices (M = 2.84); workplace barriers preventing access to digital resources (M = 2.82); and social media use linked to negative perceptions of professionalism (M = 2.65). Interview respondents described the flexibility and convenience of mobile learning, the level of autonomy it offered, and the advantages of learning on their own time. Technical issues, particularly for rural and remote practitioners, and digital professionalism also emerged as potential barriers. DISCUSSION A systems model organizes the factors influencing the adoption and use of mobile devices and resources to support "just-in-time" learning. Addressing policies, practices, and regulations that enable or inhibit adoption of mobile learning for CPD may foster enhanced use to support better clinical decision-making, improved accuracy, and greater patient safety.
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Affiliation(s)
- Vernon Curran
- Dr. Curran: Associate Dean of Educational Development, Professor of Medical Education, Faculty of Medicine, Memorial University, St. John's, Newfoundland and Labrador, Canada. Ms. Fleet: Manager of Research, Office of Professional Development, Faculty of Medicine, Memorial University, St. John's, Newfoundland and Labrador, Canada. Ms. Simmons: Research Assistant, Office of Professional Development, Faculty of Medicine, Memorial University, St. John's, Newfoundland and Labrador, Canada. Ms. Lannon: Research Assistant, Royal Roads University, Victoria, British Columbia, Canada. Dr. Gustafson: Professor, Social Science and Health, Division of Community Health and Humanities, Faculty of Medicine, Memorial University, St. John's, Newfoundland and Labrador, Canada. Ms. Wang: Research Assistant, Office of Professional Development, Faculty of Medicine, Memorial University, St. John's, Newfoundland and Labrador, Canada. Mr. Garmsiri: Research Assistant, Office of Professional Development, Faculty of Medicine, Memorial University, St. John's, Newfoundland and Labrador, Canada. Mr. Wetsch: Chair, Teaching and Learning, Associate Professor, Marketing, Faculty of Business Administration, Memorial University of Newfoundland, St. John's, Newfoundland and Labrador, Canada
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Crisanti AS, Earheart JA, Rosenbaum NA, Tinney M, Duhigg DJ. Beyond crisis intervention team (CIT) classroom training: Videoconference continuing education for law enforcement. Int J Law Psychiatry 2019; 62:104-110. [PMID: 30616844 DOI: 10.1016/j.ijlp.2018.12.003] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/14/2018] [Revised: 09/23/2018] [Accepted: 12/06/2018] [Indexed: 06/09/2023]
Abstract
Continuing education in Crisis Intervention Team (CIT) principles and best practices are limited. In 2015, the Albuquerque Police Department became the first law enforcement agency in the country to provide extended learning for CIT and case debriefings related to behavioral health through videoconferencing technology. The project, known as CIT ECHO, connects law enforcement agencies across New Mexico and the country to an online classroom where CIT experts and psychiatrists review behavioral health topics, and debrief complex cases with officers. An overview of CIT ECHO is provided including key elements, implementation challenges, and how we are evaluating its reach and effectiveness.
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Affiliation(s)
- Annette S Crisanti
- Department of Psychiatry and Behavioral Sciences, University of New Mexico, United States.
| | - Jennifer A Earheart
- Department of Psychiatry and Behavioral Sciences, University of New Mexico, United States.
| | - Nils A Rosenbaum
- Behavioral Health Division, Albuquerque Police Department, United States.
| | - Matthew Tinney
- Crisis Intervention Unit, Albuquerque Police Department, United States.
| | - Daniel J Duhigg
- Behavioral Health Services, Presbyterian Healthcare Services, United States.
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George RE, Smith K, OʼReilly M, Dogra N. Perspectives of Patients With Mental Illness on How to Better Teach and Evaluate Diversity Education in the National Health Service. J Contin Educ Health Prof 2019; 39:92-102. [PMID: 31021967 DOI: 10.1097/ceh.0000000000000250] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
INTRODUCTION Diversity education is a mandatory requirement for all mental-health practitioners and health care professionals in the UK National Health Service. Wide variability exists in the development, delivery, and evaluation of diversity education across health care settings, with limited evidence to suggest the optimal approach for teaching this subject. This study aimed to explore the perspectives of patients with mental illness on how to better teach and evaluate diversity education in the National Health Service. METHODS A participatory research approach was used with five mental-health patient organizations. Forty-two patients with mental illness took part in three participatory workshops. Data were analyzed through template analysis. RESULTS The findings indicated that a focus on the nuances and dynamics of clinical relationships would be beneficial. Specifically, the relationship considered most important to examine with respect to diversity education was the "practitioner-self" relationship. DISCUSSION Reconstructing the relationship-centered care model with the addition of the practitioner-self relationship may be better suited to theoretically informing future developments in diversity education. Further research is needed to understand what educational approaches contribute toward a relationship-centered care outlook and how relationship building behaviors, particularly those relevant to the practitioner-self relationship are best developed in diverse settings.
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Affiliation(s)
- Riya Elizabeth George
- Dr. George: Lecturer in Clinical Communication Skills, Queen Mary University of London, and Bart's and the London School of Medicine and Dentistry, Queen Mary University of London, Robin Brook Centre, St Bartholomew's Hospital, London. Mr. Smith: Member of the Patient Advisory Forum, Health Education England, London, United Kingdom. Dr. O'Reilly: Senior Lecturer, University of Leicester and Research Consultant, NHS, Greenwood Institute of Child Health, Leicester, United Kingdom. Dr. Dogra: Professor of Psychiatry Education and Honorary Consultant in Child and Adolescent Psychiatry, University of Leicester, Greenwood Institute of Child Health, Leicester, United Kingdom
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Walker R, Bennett C, Kumar A, Adamski M, Blumfield M, Mazza D, Truby H. Evaluating Online Continuing Professional Development Regarding Weight Management for Pregnancy Using the New World Kirkpatrick Model. J Contin Educ Health Prof 2019; 39:210-217. [PMID: 31318720 DOI: 10.1097/ceh.0000000000000261] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Clinical practice guidelines advocate the importance of continuing professional development (CPD) that supports health professionals (HPs) to discuss the sensitive topic of maternal weight management with women. However, there is a lack of accredited CPD related to this important area of preconception and antenatal care. Therefore, aims were to evaluate HPs' reactions to accredited online CPD regarding weight management for pregnancy and their knowledge, attitudes, confidence, and commitment to provide women with advice after completing the course. METHODS A mixed-methods evaluation was based on the New World Kirkpatrick Model (NWKM). Accredited online CPD was developed by experts in maternal nutrition and weight management. Participants completed a questionnaire before (n = 136) and after (n = 65) the weight management components of the course. McNemar and Wilcoxon signed-rank tests were used to evaluate paired data (n = 36) (p < .05). Deductive content analyses explored free-text responses (n = 65). RESULTS Participants' reactions to the online CPD were encouraging, facilitating increases in perceptions of the importance of weight management for pregnancy and confidence to provide advice. Quantitative measures assessed no change in participants' knowledge; however, qualitative analyses revealed an increase in participants' knowledge of communication strategies that they intend to apply in practice. DISCUSSION The NWKM facilitated an evaluation of HPs' encouraging reactions to online CPD and the affective constructs of education including attitudes, confidence, and commitment to provide advice. Online CPD should be developed with collaboration between universities/professional associations and health care providers, so that evaluation of organizational change and clinical outcomes is possible.
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Affiliation(s)
- Ruth Walker
- Dr. Walker: Accredited Practicing Dietitian and Research Fellow, Department of Nutrition, Dietetics and Food, School of Clinical Sciences, Monash University, Notting Hill, Victoria, Australia. Ms. Bennett: Accredited Practicing Dietitian and PhD Candidate,Department of Nutrition, Dietetics and Food, School of Clinical Sciences, Monash University, Notting Hill, Victoria, Australia. Dr. Kumar: Academic Obstetrician and Gynecologist,Department of Obstetrics and Gynaecology, School of Clinical Sciences, Monash University, Clayton, Victoria, Australia. Ms. Adamski: Accredited Practicing Dietitian and PhD Candidate,Department of Nutrition, Dietetics and Food, School of Clinical Sciences, Monash University, Notting Hill, Victoria, Australia. Dr. Blumfield: Accredited Practicing Dietitian,Department of Nutrition, Dietetics and Food, School of Clinical Sciences, Monash University, Notting Hill, Victoria, Australia. Dr. Mazza: Professor, Department of General Practice, School of Primary and Allied Health Care, Monash University, Notting Hill, VIC, Australia. Dr. Truby: Professor, Department of Nutrition, Dietetics and Food, School of Clinical Sciences, Monash University, Notting Hill, Victoria, Australia
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Bryan JL, Kauth MR, Asghar-Ali AA. Transforming Veterans Health Administration Mental Health Clinician Education and Practices: 20 Years of Educational Initiatives by a Center of Excellence. J Contin Educ Health Prof 2019; 39:119-123. [PMID: 31149951 DOI: 10.1097/ceh.0000000000000246] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Twenty years ago, the US Congress articulated a need to decrease the time it takes clinical best practices to move from the literature to daily clinical practice. The Veterans Affairs South Central Mental Illness Research, Education, and Clinical Center was one of several centers of excellence established to address this need. It is also unique in that it focuses on rural and underserved veterans. This article summarizes the education accomplishments of the South Central Mental Illness Research, Education, and Clinical Center thus far in providing educational resources and trainings to frontline Veterans Affairs mental health staff with the goal of bringing best practices to routine clinical care, thus improving mental health services. We describe the use of implementation science to support dissemination of information, such as the monthly mental health grand rounds, especially for rural staff to receive continuing education, and the adoption of evidence-based psychotherapy trainings. The Clinical Educator Grants program allows clinicians to share their clinical expertise through development of practical tools for practice gaps they identify. We describe some future directions to meet the evolving needs of Veterans Affairs and community clinicians to provide the best possible care to Veterans. Take-away messages are that, for trainings to be successful, an implementation plan is critical and that an effective educational program requires funding and leadership commitment.
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Affiliation(s)
- Jennifer L Bryan
- Dr. Bryan: Investigator, VA South Central Mental Illness Research, Education and Clinical Center (MIRECC), Houston, TX, Investigator, VA HSR&D Center for Innovations in Quality, Effectiveness and Safety, Michael E. DeBakey VA Medical Center, Houston, TX, and Assistant Professor, Menninger Department of Psychiatry and Behavioral Sciences, Baylor College of Medicine, Houston, TX. Dr. Kauth: Co-Director, VA South Central Mental Illness Research, Education and Clinical Center (MIRECC), Houston, TX, Investigator, VA HSR&D Center for Innovations in Quality, Effectiveness and Safety, Michael E. DeBakey VA Medical Center, Houston, TX, and Professor, Menninger Department of Psychiatry and Behavioral Sciences, Baylor College of Medicine, Houston, TX. Dr. Asghar-Ali: Associate Director of Education, VA South Central Mental Illness Research, Education and Clinical Center (MIRECC), Houston, TX, Investigator, VA HSR&D Center for Innovations in Quality, Effectiveness and Safety, Michael E. DeBakey VA Medical Center, Houston, TX, and Associate Professor, Menninger Department of Psychiatry and Behavioral Sciences, Baylor College of Medicine, Houston, TX
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Bell SK, Langer T, Luff D, Rider EA, Brandano J, Meyer EC. Interprofessional Learning to Improve Communication in Challenging Healthcare Conversations: What Clinicians Learn From Each Other. J Contin Educ Health Prof 2019; 39:201-209. [PMID: 31306279 DOI: 10.1097/ceh.0000000000000259] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Although contemporary health care involves complex interactions among clinicians of varying professions, opportunities to learn together are relatively few. The authors assessed participants' views about the educational value of learning with colleagues of mixed health care professions in communication and relational skills training focused on challenging conversations. METHODS Between 2010 and 2013, 783 participants enrolled in 46 workshops hosted by the Institute for Professionalism and Ethical Practice at Boston Children's Hospital, Boston, USA. Participants received pre-, post-, and 3-month follow-up questionnaires with quantitative and qualitative questions about their experiences learning with clinicians of varying professions ("interprofessional learning"). Descriptive statistics and chi-square tests were used to compare participant groups. Responses to open-ended questions were coded according to standard principles of content analysis. RESULTS Seven hundred twenty-two (92%) participants completed surveys. Previous interprofessional learning was reported by 60% of respondents, but generally comprised <30% of their education. Clinicians with <3 years of work experience were least likely to have previous interprofessional learning. Nearly all (96%) participants reported interprofessional colleagues contributed valuably to their learning. Asked specifically what they learned, participants described five themes: Stronger Teamwork, Patient-Centered Focus, Specific Communication Skills, Content-Specific Knowledge, and Shared Global Values. After 3 months, 64% of respondents reported that workshop participation helped make their interactions with interprofessional colleagues more collaborative. DISCUSSION Communication skills training for challenging health care conversations is a valuable opportunity for interprofessional learning and generates sustained positive attitudes about collaboration. Clinicians learn from their colleagues a deeper understanding of each other's professional roles, challenges, and unique contributions; specific communication approaches; and a sense of belonging to a collaborative community reinforcing the patient at the center of care.
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Affiliation(s)
- Sigall K Bell
- Dr. Bell: Associate Professor, Department of Medicine, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, MA, and Associate Professor, Institute for Professionalism and Ethical Practice, Boston Children's Hospital, Harvard Medical School, Boston, MA. Dr. Langer: Research Associate, Institute for Professionalism and Ethical Practice, Boston Children's Hospital, Harvard Medical School, Boston, MA, and Attending in Pediatric Neurology, Department of Neuropediatrics and Muscle Disorders, Center for Pediatrics, Faculty of Medicine, University of Freiburg, Freiburg, Germany. Dr. Luff: Associate Director, Institute for Professionalism and Ethical Practice, Boston Children's Hospital, Harvard Medical School, Boston, MA. Dr. Rider: Director of Academic Programs, Assistant Professor, Institute for Professionalism and Ethical Practice, Boston Children's Hospital, Harvard Medical School, Boston, MA, Director of Academic Programs, Assistant Professor, Department of Pediatrics, Harvard Medical School, Boston, MA, and Director of Academic Programs, Assistant Professor, Division of General Pediatrics, Department of Medicine, Boston Children's Hospital, Boston, MA. Dr. Brandano: Senior Clinical Coordinator, Institute for Professionalism and Ethical Practice, Boston Children's Hospital, Harvard Medical School, Boston, MA, and Senior Clinical Coordinator, Department of Psychology, Simmons College, Boston, MA. Dr. Meyer: Senior Attending Psychologist, Associate Professor, Institute for Professionalism and Ethical Practice, Boston Children's Hospital, Harvard Medical School, Boston, MA, and Senior Attending Psychologist, Associate Professor, Department of Psychiatry, Boston Children's Hospital, Harvard Medical School, Boston MA
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Kahn N, Chappell K, Regnier K, Travlos DV, Auth D. A Collaboration Between Government and the Continuing Education Community Tackles the Opioid Crisis: Lessons Learned and Future Opportunities. J Contin Educ Health Prof 2019; 39:58-63. [PMID: 30614958 DOI: 10.1097/ceh.0000000000000231] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
In 2016, 116 people died each day from opioid-related drug overdoses and in 2017, the Department of Health and Human Services declared the opioid crisis a public health emergency. During the preceding years, the continuing education (CE) accreditors in the health professions identified a need for a strategic, coordinated effort that would involve an interprofessional coalition of multiple stakeholders to respond to this emerging public health challenge. The Conjoint Committee on Continuing Education, a national coalition of organizations in the professions of medicine, nursing, dentistry, pharmacy, and physician assistants, stepped up to assume a leadership position. To address the scope of safety issues involved in opioids, the US Food and Drug Administration required that extended-release and long-acting opioid analgesic product manufacturers make training available to prescribers of their products and recommended that the training should be conducted by accredited, independent CE providers. CE accreditors in the health professions initiated an unprecedented collaboration that leveraged the accredited CE community to deliver prescriber education as part of the Food and Drug Administration Opioid Analgesics Risk Evaluation and Mitigation Strategy. This article describes the history of this interprofessional collaboration including lessons learned and opportunities for future collaboration to address public health issues.
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Affiliation(s)
- Norman Kahn
- Dr. Kahn: Convener, Conjoint Committee on Continuing Education, Chicago, IL; Dr. Chappell: Senior Vice President, Accreditation, Certification, Measurement, Quality, and Institute for Credentialing Research, American Nurses Credentialing Center, Silver Spring, MD; Ms. Regnier: Executive Vice President, Accreditation Council for Continuing Medical Education, Chicago, IL; Dr. Travlos: Assistant Executive Director and Director, Continuing Pharmacy Education Provider Accreditation, Accreditation Council for Pharmacy Education, Chicago, IL; and Dr. Auth: Associate Director, Division of Risk Management, Office of Surveillance and Epidemiology, CDER/FDA, Silver Spring, MD
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Continuing Education Activities: January/February 2019. Neonatal Netw 2019; 38:46-8. [PMID: 30679256 DOI: 10.1891/0730-0832.38.1.46] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
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Kitto S. Pursuing the Mission of JCEHP. J Contin Educ Health Prof 2019; 39:75. [PMID: 31149949 DOI: 10.1097/ceh.0000000000000256] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Affiliation(s)
- Simon Kitto
- Dr. Kitto: Professor, Department of Innovation in Medical Education, Director of Research, Office of Continuing Professional Development, University of Ottawa, Ottawa, Canada, Assistant Professor, Department of Surgery, University of Toronto, Toronto, Canada, and Editor-in-Chief, Journal of Continuing Education in the Health Professions
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Bornman J, Louw B. Personal Commitment Statements: Encouraging the Clinical Application of Continuing Professional Development Events for Health Practitioners in Low- and Middle-Income Countries. J Contin Educ Health Prof 2019; 39:86-91. [PMID: 31149950 DOI: 10.1097/ceh.0000000000000248] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
INTRODUCTION Statements of commitment to change are commonly used to evaluate continuing medical education. However, this approach is new to evaluating the continuing professional development (CPD) of other health care practitioners such as audiology, speech-language therapy, occupational therapy, and physiotherapy in low- and middle-income countries. This study explored the use of Personal Commitment (to change) Statements (PCSs) as an evaluation tool of continuing education for health professionals in low- and middle-income countries, and its impact on the integration of new knowledge and skills with previous knowledge and clinical practice. METHODS PCSs were used in a case study conducted at a 1-day interprofessional CPD event held for health practitioners in South Africa. A qualitative thematic analysis was made of these PCSs, and results were synthesized into main themes. RESULTS Thirty-two participants turned in a PCS at the end of the CPD event with a total of 71 text statements. Three main domains were identified: (1) applying new knowledge in practice (61.97%); (2) increasing training-related content knowledge (21.12%); and (3) sharing information, skill, and resources (16.9%). DISCUSSION This study demonstrated that personal commitment statements can be used to describe the outcomes of CPD events for audiologists, speech-language, occupational, and physiotherapists. Participants engaged in reflection generated by the personal commitment statement, which contained no guiding statements, yet elicited responses showing that participants were more aware of the assessment tools and how they could use them in practice. Further study is warranted into the process and the role of follow-up regarding health practitioners' commitment to change in clinical practice.
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Affiliation(s)
- Juan Bornman
- Dr. Juan Bornman: Professor and Director, University of Pretoria, Pretoria, SA. Dr. Brenda Louw: Professor and Chair, East Tennessee State University, Johnson City, TN, and Emeritus Professor, University of Pretoria, Pretoria, SA
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Affiliation(s)
- Simon Kitto
- Dr. Kitto: Professor, Department of Innovation in Medical Education, Director of Research, Office of Continuing Professional Development, University of Ottawa, Ottawa, Canada, Assistant Professor, Department of Surgery, University of Toronto, Toronto, Canada, and Editor-in-Chief, Journal of Continuing Education in the Health Professions
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Cleary M, Kornhaber R, Thapa DK, West S, Visentin D. The effectiveness of interventions to improve resilience among health professionals: A systematic review. Nurse Educ Today 2018; 71:247-263. [PMID: 30342300 DOI: 10.1016/j.nedt.2018.10.002] [Citation(s) in RCA: 77] [Impact Index Per Article: 12.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2018] [Revised: 09/19/2018] [Accepted: 10/07/2018] [Indexed: 05/13/2023]
Abstract
OBJECTIVE To assess the effectiveness of resilience interventions in improving resilience outcome among health professionals. BACKGROUND The nature of health professionals' work is physically and emotionally demanding, with trauma a common consequence with the act of providing health care. DESIGN A systematic review. DATA SOURCE A comprehensive search of the literature was conducted in February 2018 using PubMed, PsychInfo, Cumulative Index of Nursing and Allied Health Literature (CIHAHL) and Scopus. REVIEW METHODS Methodological quality was assessed and a standardized data coding form was used to extract data. RESULTS Of the 33 included studies, 15 were single-arm pre-post-design, 10 were RCTs, five used a non-randomized controlled design, and three were qualitative. Eleven studies (out of 16) showed a significant improvement in resilience scores while five (out of eight) studies reported a significant difference in resilience scores between treatment and control groups. CONCLUSION Findings suggest that resilience training may be of benefit to health professionals. However, not all interventions enhanced resilience with training volume being more effective. Not all studies reporting resilience used standard resilience instruments. The results of the current review may inform resilience programs as well as future interventional studies on resilience building.
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Affiliation(s)
- Michelle Cleary
- School of Health Sciences, College of Health and Medicine, University of Tasmania (Sydney Campus), Locked Bag 5052, Alexandria, NSW 2015, Australia.
| | - Rachel Kornhaber
- School of Health Sciences, College of Health and Medicine, University of Tasmania (Sydney Campus), Locked Bag 5052, Alexandria, NSW 2015, Australia.
| | - Deependra Kaji Thapa
- School of Health Sciences, College of Health and Medicine, University of Tasmania (Sydney Campus), Locked Bag 5052, Alexandria, NSW 2015, Australia.
| | - Sancia West
- School of Health Sciences, College of Health and Medicine, University of Tasmania (Sydney Campus), Locked Bag 5052, Alexandria, NSW 2015, Australia.
| | - Denis Visentin
- School of Health Sciences, College of Health and Medicine, University of Tasmania (Sydney Campus), Locked Bag 5052, Alexandria, NSW 2015, Australia.
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Abstract
The two fields of continuing professional development (CPD) and knowledge translation (KT) within the health care sector, and their related research have developed as somewhat parallel paths with limited points of overlap or intersection. This is slowly beginning to change. The purpose of this paper is to describe and compare the dominant conceptual models informing each field with the view of increasing understanding and appreciation of the two fields, how they are similar and where they differ, and the current and potential points of intersection. The models include the "knowledge-to-action" (KTA) cycle informing KT, models informing CPD curriculum design and individual self-directed learning, and the Kirkpatrick model for evaluating educational outcomes. When compared through the perspectives of conceptual designs, processes, and outcomes, the models overlap. We also identify shared gaps in both fields (eg, the need to explore the influence of the context in which CPD and KT interventions take place) and suggest opportunities for synergies and for moving forward.
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Affiliation(s)
- Joan Sargeant
- Dr. Sargeant: Director, Research and Evaluation, Continuing Medical Education; Professor Division of Medical Education, Faculty of Medicine, Dalhousie University. Dr. Borduas: Professeur agrégé de Clinique, Directrice-adjointe, Vice-décanat à la pédagogie et au développement professional, secteur DPC, Faculté de médecine, Université Laval. Dr. Sales: Deputy Chief, Veterans Affairs Inpatient Evaluation Center, Department of Veterans Affairs, VA Ann Arbor Healthcare System. Dr. Klein: Assistant Director, CPL, Associate Professor, Family Medicine, University of Alberta. Dr. Lynn: Director, Division of Continuing Professional Development, Faculty of Medicine, University of British Columbia. Ms. Stenerson: Research Director, Continuing Professional Learning, College of Medicine, University of Saskatchewan
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Van Hoof TJ, Meehan TP. Integrating Essential Components of Quality Improvement into a New Paradigm for Continuing Education. J Contin Educ Health Prof 2018; 37:274-280. [PMID: 29227433 DOI: 10.1097/ceh.0000000000000180] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Continuing education (CE) that strives to improve patient care in a complex health care system requires a different paradigm than CE that seeks to improve clinician knowledge and competence in an educational setting. A new paradigm for CE is necessary in order to change clinician behavior and to improve patient outcomes in an increasingly patient-centered, quality-oriented care context. The authors assert that a new paradigm should focus attention on an expanded and prioritized list of educational outcomes, starting with those that directly affect patients. Other important components of the paradigm should provide educational leaders with guidance about what interventions work, reasons why interventions work, and what contextual factors may influence the impact of interventions. Once fully developed, a new paradigm will be helpful to educators in designing and implementing more effective CE, an essential component of quality improvement efforts, and in supporting policy trends and in promoting CE scholarship. The purpose of this article is to rekindle interest in CE theory and to suggest key components of a new paradigm.
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Affiliation(s)
- Thomas J Van Hoof
- Dr. Van Hoof: Associate Professor, University of Connecticut School of Nursing, Storrs, and Associate Professor, Department of Community Medicine and Health Care, University of Connecticut School of Medicine; Dr. Meehan: Chief Medical Officer, Qualidigm, Rocky Hill, and Associate Clinical Professor, Department of Medicine, Yale University School of Medicine, and Assistant Clinical Professor, Department of Medicine, University of Connecticut School of Medicine
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