Providing Practical Knowledge and Skills to Handle Real-World Data? Lessons Learned from Med RWD Program

Both lectures and hands-on education are essential for the development of human resources that can use real-world data (RWD). The University of Tokyo has launched a new hybrid-style RWD educational program entitled "Medical Real World Data Utilization Human Resource Development Project" from FY2019 onwards. We present an overview of the overall picture of the project, including the development process of the educational program and the challenges associated with it.

Knowledge and Attitudes toward First Aid among Medical and Nursing Students at Taibah University in Madinah City, Saudi Arabia: A Cross-Sectional Study

OBJECTIVE

The objective of this study is to evaluate the first aid (FA) knowledge, practice, and attitude of medical and nursing students at Taibah University in Madinah.

METHODS

The study involved a cross-sectional online survey of 359 students from different academic years, using a revised and validated questionnaire on FA procedures, which were assessed utilizing a revised iteration of a questionnaire that had been previously validated.

RESULTS

Regarding the knowledge score outcomes, the median score was 4, with an interquartile range of (3,5). Approximately 32.3% of participants demonstrated an excellent level of knowledge in first aid. Age exhibited a substantial and positive correlation with knowledge scores (p < 0.001), no significant correlation was observed between age and practice scores (p = 0.782), whereas age exhibited a significant and positive relationship with attitude scores (p < 0.001). Switching to the practice score results, the median practice score was 3, with an interquartile range of 2 to 3. A considerable 39.6% of participants displayed a good level of practice, representing the highest percentage among students. In the context of attitude score findings, the median attitude score was 4, and the interquartile range was 3 to 4, this suggests that the majority of the participants had a positive attitude towards first aid and its importance. Around 27.6% of participants portrayed a good attitude level, followed by 27% who demonstrated an acceptable attitude level. In addition, gender emerged as a differentiating factor in the three primary outcomes, as females achieved superior results across all aspects.

CONCLUSION

A significant proportion of medical and nursing students at Taibah University have solid FA knowledge, practice, and attitude. Age and education level reflect the impact of FA training and certification, which should be mandatory for all medical students. Further studies are needed to generalize the findings to other contexts.

The transformative cognition of English as a Foreign Language student teachers' personal practical knowledge

This study investigates the process by which English as a Foreign Language (EFL) student teachers transmute their Pedagogical Content Knowledge (PCK) into Personal Practical Knowledge (PPK) within a blended learning community. Data sources, including conversation transcripts, reflective journals, and field notes, were meticulously examined utilizing the commonplaces of temporality, sociality, and place. Several key findings were unveiled: (1) the volume and focal points of transformed PPK varied across participants; (2) the metamorphosis of PCK into PPK was found to be selectively partial, filtered by factors such as previous learning experiences, course expectations, and levels of engagement; and (3) the selection process was molded within the dynamic interplay of the internal components of the blended learning community and the external socio-cultural conditions. The study concludes that the cognition mechanism of EFL student teachers' PPK is characterized by elements of variation, selection, and dynamism.

Healthcare Providers' Perception and Practice Toward Anaphylaxis in Children in the Qassim Region of Saudi Arabia

INTRODUCTION

Anaphylaxis is described as a severe allergic reaction, and prompt assistance is required by the patient to avoid any complications. The healthcare provider's knowledge plays an important role in the diagnosis and treatment of these cases. The aim of this study was to evaluate the knowledge among the primary healthcare providers working in the Qassim region of Saudi Arabia regarding the diagnosis and treatment of anaphylaxis.

METHOD

This cross-sectional study was conducted in the four different governments of the Qassim region of Saudi Arabia. The calculated sample size for the study was 119 primary healthcare providers. A self-administered questionnaire was devised to collect data regarding the diagnosis and treatment of anaphylaxis patients.

RESULTS

Thirty-six (28.8%) out of 119 physicians were 25-30 years old, followed by 33 (26.4%) who were more than 40 years old; 53 (42.4%) and 47 (36.7%) had less than five and more than 10 years of experience, respectively. Age and experience were found to be significantly associated with knowledge about the diagnostic criterion (p=0.003 and p=0.000, respectively), while experience was significantly associated with the correct identification of signs and symptoms (p=0.031).

CONCLUSION

Knowledge about the diagnosis and management of anaphylaxis patients among primary healthcare providers was poor. Physicians are required to be educated to increase their level of knowledge to promptly diagnose and treat anaphylaxis cases.

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Practical Knowledge, Science and Disasters. The History of Social Science Disaster Research, 1949-1979. During the second half of the twentieth century several US-American social science "disaster research groups" conducted field studies after earthquakes, factory explosions and "racial riots". Their aim was to provide practical knowledge that could be applied in the planning and managing of future disasters of both peace- and wartime nature. In this paper, I will elaborate on how this research goal conflicted with some scientists' aspirations to develop more theoretical knowledge and their own ideals of "scientificity". I will also show how the generated research results came to be 'impractical knowledge', which was difficult or impossible to apply. Furthermore this paper analyzes the scientific practices that were involved at different stages of the knowledge production process and contributed to disaster research's 'precarious' character.

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Parcels, Sales and Gifts: Hans Sauter's Entomological Practices between Formosa and Europe, 1902-1914. The exploration of global biodiversity is a form of knowledge production that is necessarily specimen-based. In the endeavor to chart the natural world, not only ideas and writings travelled across the oceans, but also a flood of scientific objects. The German entomologist Hans Sauter (1871-1943) spent most of his life in Formosa, then a Japanese colony. His pronounced aim was to complete an inventory of the entire fauna of Formosa. He aimed for the mass production of knowledge, becoming a collecting-entrepreneur who employed scores of local collectors. Between 1902 and 1914, they amassed large quantities of insects, which required specialized practices in collecting, preserving, documenting, and packaging. Sauter sent these insects, but also hundreds of reptiles, mammals, birds, fish etc., to zoologists all over Europe who identified and published hitherto undescribed species. At first, Sauter sold his finds. Later, he stopped asking for money - pushing instead for speed in publication and making demands about the content and naming of these articles. His demands were met, especially by the Deutsches Entomologisches Museum in Dahlem. Despite almost no publications to his name, Sauter quickly gained considerable influence in the world of entomological research. In this paper, the circulation of these scientific objects serves as a focal point in order to embed local circumstances in the process of knowledge production in a global context. The practices associated with the specimens illustrate the economic, political and social dimensions of the formation of knowledge. Hans Sauter's case defies traditional dichotomies as it illustrates the interdependence of practical and theoretical knowledge, of science and trade and of center and periphery. Practical knowledge gained in a local setting in Formosa allowed Sauter to amass large amounts of insect specimens, a resource he used to steer the course of scientific practice in Europe.

Practical knowledge of experienced nurses in critical care: a qualitative study of their narratives

BACKGROUND

Scholars of nursing practices have claimed practical knowledge is source of knowledge in its own right, nevertheless we know little about this knowledge associated with day-to-day practice. The purpose of this study is to describe knowledge that the more experienced nurses the in ICU make use of and discover the components of care it includes. Understanding this knowledge can contribute to improving the working practices of nurses with less experience.

METHODS

We used a phenomenologic and hermeneutic approach to conduct a qualitative study. Open in-depth dialogue interviews were conducted with 13 experienced ICU nurses selected by intentional sampling. Data was compiled on significant stories of their practice. The data analysis enabled units of meaning to be categorised and grouped into topics regarding everyday practical knowledge.

RESULTS

Knowledge related to everyday practice was evaluated and grouped into seven topics corresponding to how the ICU nurses understand their patient care: 1) Connecting with, calming and situating patients who cannot communicate; 2) Situating and providing relief to patients in transitions of mechanical respiration and non-invasive ventilation; 3) Providing reassurance and guaranteeing the safety of immobilised patients; 4) The "connection" with patients in comas; 5) Taking care of the body; 6) The transition from saving life to palliative care; and 7) How to protect and defend the patient from errors. The components of caretaking that guarantee success include: the calm, care and affection with which they do things; the time devoted to understanding, situating and comforting patients and families; and the commitment they take on with new staff and doctors for the benefit of the patient.

CONCLUSIONS

These results show that stories of experiences describe a contextual practical knowledge that the more experienced nurses develop as a natural and spontaneous response. In critical patients the application of everyday practical knowledge greatly influences their well-being. In those cases in which the nurses describe how they have protected the patients from error, this practical knowledge can mean the difference between life and death. The study highlights the need to manage practical knowledge and undertake further research. The study is useful in keeping clinical practice up-to-date.

On Not Knowing Zoonotic Diseases: Pastoralists' Ethnoveterinary Knowledge in the Far North Region of Cameroon

In this article, we consider the implications of Murray Last's (1981)Knowing About Not Knowing for the study of ethnoveterinary knowledge of mobile pastoralists in the Far North Region of Cameroon. Specifically, we ask two interrelated questions: (1) what is the nature of this knowledge, and (2) what is the best way to study it? We conducted a study of pastoralists' knowledge of human and animal infectious diseases to evaluate the claim that mobile pastoralists in the Chad Basin do not have a concept for zoonotic diseases. We used a combination of free lists and semi-structured interviews to study pastoralists' knowledge. The results suggest that pastoralists do not have a concept for zoonotic diseases. Moreover, we found considerable variation in pastoralists' ethnoveterinary knowledge and examples of not knowing, which contrasts with previous studies that do not describe much variation in ethnoveterinary knowledge. In our discussion, we consider to what extent descriptions of ethnoveterinary knowledge are the product of researchers' conceptual framework and methodology.

Knowledge systems, health care teams, and clinical practice: a study of successful change

Clinical teams are of growing importance to healthcare delivery, but little is known about how teams learn and change their clinical practice. We examined how teams in three US hospitals succeeded in making significant practice improvements in the area of antimicrobial resistance. This was a qualitative cross-case study employing Soft Knowledge Systems as a conceptual framework. The purpose was to describe how teams produced, obtained, and used knowledge and information to bring about successful change. A purposeful sampling strategy was used to maximize variation between cases. Data were collected through interviews, archival document review, and direct observation. Individual case data were analyzed through a two-phase coding process followed by the cross-case analysis. Project teams varied in size and were multidisciplinary. Each project had more than one champion, only some of whom were physicians. Team members obtained relevant knowledge and information from multiple sources including the scientific literature, experts, external organizations, and their own experience. The success of these projects hinged on the teams' ability to blend scientific evidence, practical knowledge, and clinical data. Practice change was a longitudinal, iterative learning process during which teams continued to acquire, produce, and synthesize relevant knowledge and information and test different strategies until they found a workable solution to their problem. This study adds to our understanding of how teams learn and change, showing that innovation can take the form of an iterative, ongoing process in which bits of K&I are assembled from multiple sources into potential solutions that are then tested. It suggests that existing approaches to assessing the impact of continuing education activities may overlook significant contributions and more attention should be given to the role that practical knowledge plays in the change process in addition to scientific knowledge.