1
|
Rafique MA, Khaskheli F, Hassan MT, Naseer S, Jeon M. Employing automatic content recognition for teaching methodology analysis in classroom videos. PLoS One 2022; 17:e0263448. [PMID: 35176072 PMCID: PMC8853489 DOI: 10.1371/journal.pone.0263448] [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] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2021] [Accepted: 01/19/2022] [Indexed: 11/23/2022] Open
Abstract
A teacher plays a pivotal role in grooming a society and paves way for its social and economic developments. Teaching is a dynamic role and demands continuous adaptation. A teacher adopts teaching techniques suitable for a certain discipline and a situation. A thorough, detailed, and impartial observation of a teacher is a desideratum for adaptation of an effective teaching methodology and it is a laborious exercise. An automatic strategy for analyzing a teacher’s teaching methodology in a classroom environment is suggested in this work. The proposed strategy recognizes a teacher’s actions in videos while he is delivering lectures. In this study, 3D CNN and Conv2DLSTM with time-distributed layers are used for experimentation. A range of actions are recognized for a complete classroom session during experimentation and the reported results are considered effective for analysis of a teacher’s teaching technique.
Collapse
Affiliation(s)
- Muhammad Aasim Rafique
- School of Electrical Engineering and Computer Science, Gwangju Institute of Science and Technology (GIST), Gwangju, Republic of Korea
| | - Faheem Khaskheli
- Department of Computer Sciences, School of Systems and Technology, University of Management and Technology, Lahore, Pakistan
| | - Malik Tahir Hassan
- Department of Software Engineering, School of Systems and Technology, University of Management and Technology, Lahore, Pakistan
| | - Sheraz Naseer
- Department of Computer Sciences, School of Systems and Technology, University of Management and Technology, Lahore, Pakistan
| | - Moongu Jeon
- School of Electrical Engineering and Computer Science, Gwangju Institute of Science and Technology (GIST), Gwangju, Republic of Korea
- * E-mail:
| |
Collapse
|
2
|
Cannon MJ, Ng BP, Lloyd K, Reynolds J, Ely EK. Delivering the National Diabetes Prevention Program: Assessment of Enrollment in In-Person and Virtual Organizations. J Diabetes Res 2022; 2022:2942918. [PMID: 35118160 PMCID: PMC8804550 DOI: 10.1155/2022/2942918] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/23/2021] [Accepted: 01/08/2022] [Indexed: 11/18/2022] Open
Abstract
The aim of the US Centers for Disease Control and Prevention's (CDC) National Diabetes Prevention Program (National DPP) is to make an evidence-based lifestyle change program widely available to the more than 88 million American adults at risk for developing type 2 diabetes. The National DPP allows for program delivery using four delivery modes: in person, online, distance learning, and combination. The objective of this study was to analyze cumulative enrollment in the National DPP by delivery mode. We included all participants who enrolled in CDC-recognized organizations delivering the lifestyle change program between January 1, 2012, and December 31, 2019, and whose data were submitted to CDC's Diabetes Prevention Recognition Program. During this time, the number of participants who enrolled was 455,954. Enrollment, by delivery mode, was 166,691 for in-person; 269,004 for online; 4,786 for distance-learning; and 15,473 for combination. In-person organizations enrolled the lowest proportion of men (19.4%) and the highest proportions of non-Hispanic Black/African American (16.1%) and older (65+ years) participants (28.2%). Online organizations enrolled the highest proportions of men (27.1%), younger (18-44 years) participants (41.5%), and non-Hispanic White participants (70.3%). Distance-learning organizations enrolled the lowest proportion of Hispanic/Latino participants (9.0%). Combination organizations enrolled the highest proportions of Hispanic/Latino participants (37.3%) and participants who had obesity (84.1%). Most in-person participants enrolled in organizations classified as community-centered entities (41.4%) or medical providers (31.2%). Online and distance-learning participants were primarily enrolled (93.3% and 70.2%, respectively) in organizations classified as for-profit businesses or insurers. Participants in combination programs were enrolled almost exclusively in organizations classified as medical providers (89%). The National DPP has reached nearly half a million participants since its inception in 2012, but continued expansion is critical to stem the tide of type 2 diabetes among the many Americans at high risk.
Collapse
Affiliation(s)
- Michael J. Cannon
- Division of Diabetes Translation, Centers for Disease Control and Prevention, Atlanta, GA, USA
| | - Boon Peng Ng
- Division of Diabetes Translation, Centers for Disease Control and Prevention, Atlanta, GA, USA
- College of Nursing and Disability, Aging and Technology Cluster, University of Central Florida, Orlando, FL, USA
| | | | | | - Elizabeth K. Ely
- Division of Diabetes Translation, Centers for Disease Control and Prevention, Atlanta, GA, USA
| |
Collapse
|
3
|
Golston O, Prelip M, Brickley DB, Cass A, Chen L, Dorian A, Gandelman A, Keh C, Maher A, Myrick R, Reid MJA, White K, Willard-Grace R, Shafir S. Establishment and Evaluation of a Large Contact-Tracing and Case Investigation Virtual Training Academy. Am J Public Health 2021; 111:1934-1938. [PMID: 34709854 PMCID: PMC8630496 DOI: 10.2105/ajph.2021.306468] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/20/2021] [Indexed: 11/04/2022]
Abstract
During the COVID-19 pandemic, the Virtual Training Academy (VTA) was established to rapidly develop a contact-tracing workforce for California. Through June 2021, more than 10 000 trainees enrolled in a contact-tracing or case investigation course at the VTA. To evaluate program effectiveness, we analyzed trainee pre- and postassessment results using the Wilcoxon signed-rank test. There was a statistically significant (P < .001) improvement in knowledge and self-perceived skills after course completion, indicating success in training a competent contact-tracing workforce. (Am J Public Health. 2021;111(11):1934-1938. https://doi.org/10.2105/AJPH.2021.306468).
Collapse
Affiliation(s)
- Olivia Golston
- Olivia Golston is with the Fielding School of Public Health, University of California, Los Angeles. Michael Prelip, Alina Dorian, and Shira Shafir are with the Department of Community Health Sciences, Fielding School of Public Health. Debbie Bain Brickley, Andrew Maher, Michael J. A. Reid, and Karen White are with the UCSF Pandemic Initiative for Equity and Action, University of California, San Francisco. Anne Cass is with the Center for Infectious Diseases, California Department of Public Health, San Diego. Lisa Chen is with the Curry International Tuberculosis Center, University of California, San Francisco. Alice Gandelman is with the California Prevention Training Center, University of California, San Francisco. Chris Keh is with the Center for Infectious Diseases, California Department of Public Health, Richmond. Roger Myrick is with the Institute of Global Health Sciences, University of California, San Francisco. Rachel Willard-Grace is with the Center for Excellence in Primary Care, Department of Family and Community Medicine, University of California, San Francisco
| | - Michael Prelip
- Olivia Golston is with the Fielding School of Public Health, University of California, Los Angeles. Michael Prelip, Alina Dorian, and Shira Shafir are with the Department of Community Health Sciences, Fielding School of Public Health. Debbie Bain Brickley, Andrew Maher, Michael J. A. Reid, and Karen White are with the UCSF Pandemic Initiative for Equity and Action, University of California, San Francisco. Anne Cass is with the Center for Infectious Diseases, California Department of Public Health, San Diego. Lisa Chen is with the Curry International Tuberculosis Center, University of California, San Francisco. Alice Gandelman is with the California Prevention Training Center, University of California, San Francisco. Chris Keh is with the Center for Infectious Diseases, California Department of Public Health, Richmond. Roger Myrick is with the Institute of Global Health Sciences, University of California, San Francisco. Rachel Willard-Grace is with the Center for Excellence in Primary Care, Department of Family and Community Medicine, University of California, San Francisco
| | - Debbie Bain Brickley
- Olivia Golston is with the Fielding School of Public Health, University of California, Los Angeles. Michael Prelip, Alina Dorian, and Shira Shafir are with the Department of Community Health Sciences, Fielding School of Public Health. Debbie Bain Brickley, Andrew Maher, Michael J. A. Reid, and Karen White are with the UCSF Pandemic Initiative for Equity and Action, University of California, San Francisco. Anne Cass is with the Center for Infectious Diseases, California Department of Public Health, San Diego. Lisa Chen is with the Curry International Tuberculosis Center, University of California, San Francisco. Alice Gandelman is with the California Prevention Training Center, University of California, San Francisco. Chris Keh is with the Center for Infectious Diseases, California Department of Public Health, Richmond. Roger Myrick is with the Institute of Global Health Sciences, University of California, San Francisco. Rachel Willard-Grace is with the Center for Excellence in Primary Care, Department of Family and Community Medicine, University of California, San Francisco
| | - Anne Cass
- Olivia Golston is with the Fielding School of Public Health, University of California, Los Angeles. Michael Prelip, Alina Dorian, and Shira Shafir are with the Department of Community Health Sciences, Fielding School of Public Health. Debbie Bain Brickley, Andrew Maher, Michael J. A. Reid, and Karen White are with the UCSF Pandemic Initiative for Equity and Action, University of California, San Francisco. Anne Cass is with the Center for Infectious Diseases, California Department of Public Health, San Diego. Lisa Chen is with the Curry International Tuberculosis Center, University of California, San Francisco. Alice Gandelman is with the California Prevention Training Center, University of California, San Francisco. Chris Keh is with the Center for Infectious Diseases, California Department of Public Health, Richmond. Roger Myrick is with the Institute of Global Health Sciences, University of California, San Francisco. Rachel Willard-Grace is with the Center for Excellence in Primary Care, Department of Family and Community Medicine, University of California, San Francisco
| | - Lisa Chen
- Olivia Golston is with the Fielding School of Public Health, University of California, Los Angeles. Michael Prelip, Alina Dorian, and Shira Shafir are with the Department of Community Health Sciences, Fielding School of Public Health. Debbie Bain Brickley, Andrew Maher, Michael J. A. Reid, and Karen White are with the UCSF Pandemic Initiative for Equity and Action, University of California, San Francisco. Anne Cass is with the Center for Infectious Diseases, California Department of Public Health, San Diego. Lisa Chen is with the Curry International Tuberculosis Center, University of California, San Francisco. Alice Gandelman is with the California Prevention Training Center, University of California, San Francisco. Chris Keh is with the Center for Infectious Diseases, California Department of Public Health, Richmond. Roger Myrick is with the Institute of Global Health Sciences, University of California, San Francisco. Rachel Willard-Grace is with the Center for Excellence in Primary Care, Department of Family and Community Medicine, University of California, San Francisco
| | - Alina Dorian
- Olivia Golston is with the Fielding School of Public Health, University of California, Los Angeles. Michael Prelip, Alina Dorian, and Shira Shafir are with the Department of Community Health Sciences, Fielding School of Public Health. Debbie Bain Brickley, Andrew Maher, Michael J. A. Reid, and Karen White are with the UCSF Pandemic Initiative for Equity and Action, University of California, San Francisco. Anne Cass is with the Center for Infectious Diseases, California Department of Public Health, San Diego. Lisa Chen is with the Curry International Tuberculosis Center, University of California, San Francisco. Alice Gandelman is with the California Prevention Training Center, University of California, San Francisco. Chris Keh is with the Center for Infectious Diseases, California Department of Public Health, Richmond. Roger Myrick is with the Institute of Global Health Sciences, University of California, San Francisco. Rachel Willard-Grace is with the Center for Excellence in Primary Care, Department of Family and Community Medicine, University of California, San Francisco
| | - Alice Gandelman
- Olivia Golston is with the Fielding School of Public Health, University of California, Los Angeles. Michael Prelip, Alina Dorian, and Shira Shafir are with the Department of Community Health Sciences, Fielding School of Public Health. Debbie Bain Brickley, Andrew Maher, Michael J. A. Reid, and Karen White are with the UCSF Pandemic Initiative for Equity and Action, University of California, San Francisco. Anne Cass is with the Center for Infectious Diseases, California Department of Public Health, San Diego. Lisa Chen is with the Curry International Tuberculosis Center, University of California, San Francisco. Alice Gandelman is with the California Prevention Training Center, University of California, San Francisco. Chris Keh is with the Center for Infectious Diseases, California Department of Public Health, Richmond. Roger Myrick is with the Institute of Global Health Sciences, University of California, San Francisco. Rachel Willard-Grace is with the Center for Excellence in Primary Care, Department of Family and Community Medicine, University of California, San Francisco
| | - Chris Keh
- Olivia Golston is with the Fielding School of Public Health, University of California, Los Angeles. Michael Prelip, Alina Dorian, and Shira Shafir are with the Department of Community Health Sciences, Fielding School of Public Health. Debbie Bain Brickley, Andrew Maher, Michael J. A. Reid, and Karen White are with the UCSF Pandemic Initiative for Equity and Action, University of California, San Francisco. Anne Cass is with the Center for Infectious Diseases, California Department of Public Health, San Diego. Lisa Chen is with the Curry International Tuberculosis Center, University of California, San Francisco. Alice Gandelman is with the California Prevention Training Center, University of California, San Francisco. Chris Keh is with the Center for Infectious Diseases, California Department of Public Health, Richmond. Roger Myrick is with the Institute of Global Health Sciences, University of California, San Francisco. Rachel Willard-Grace is with the Center for Excellence in Primary Care, Department of Family and Community Medicine, University of California, San Francisco
| | - Andrew Maher
- Olivia Golston is with the Fielding School of Public Health, University of California, Los Angeles. Michael Prelip, Alina Dorian, and Shira Shafir are with the Department of Community Health Sciences, Fielding School of Public Health. Debbie Bain Brickley, Andrew Maher, Michael J. A. Reid, and Karen White are with the UCSF Pandemic Initiative for Equity and Action, University of California, San Francisco. Anne Cass is with the Center for Infectious Diseases, California Department of Public Health, San Diego. Lisa Chen is with the Curry International Tuberculosis Center, University of California, San Francisco. Alice Gandelman is with the California Prevention Training Center, University of California, San Francisco. Chris Keh is with the Center for Infectious Diseases, California Department of Public Health, Richmond. Roger Myrick is with the Institute of Global Health Sciences, University of California, San Francisco. Rachel Willard-Grace is with the Center for Excellence in Primary Care, Department of Family and Community Medicine, University of California, San Francisco
| | - Roger Myrick
- Olivia Golston is with the Fielding School of Public Health, University of California, Los Angeles. Michael Prelip, Alina Dorian, and Shira Shafir are with the Department of Community Health Sciences, Fielding School of Public Health. Debbie Bain Brickley, Andrew Maher, Michael J. A. Reid, and Karen White are with the UCSF Pandemic Initiative for Equity and Action, University of California, San Francisco. Anne Cass is with the Center for Infectious Diseases, California Department of Public Health, San Diego. Lisa Chen is with the Curry International Tuberculosis Center, University of California, San Francisco. Alice Gandelman is with the California Prevention Training Center, University of California, San Francisco. Chris Keh is with the Center for Infectious Diseases, California Department of Public Health, Richmond. Roger Myrick is with the Institute of Global Health Sciences, University of California, San Francisco. Rachel Willard-Grace is with the Center for Excellence in Primary Care, Department of Family and Community Medicine, University of California, San Francisco
| | - Michael J A Reid
- Olivia Golston is with the Fielding School of Public Health, University of California, Los Angeles. Michael Prelip, Alina Dorian, and Shira Shafir are with the Department of Community Health Sciences, Fielding School of Public Health. Debbie Bain Brickley, Andrew Maher, Michael J. A. Reid, and Karen White are with the UCSF Pandemic Initiative for Equity and Action, University of California, San Francisco. Anne Cass is with the Center for Infectious Diseases, California Department of Public Health, San Diego. Lisa Chen is with the Curry International Tuberculosis Center, University of California, San Francisco. Alice Gandelman is with the California Prevention Training Center, University of California, San Francisco. Chris Keh is with the Center for Infectious Diseases, California Department of Public Health, Richmond. Roger Myrick is with the Institute of Global Health Sciences, University of California, San Francisco. Rachel Willard-Grace is with the Center for Excellence in Primary Care, Department of Family and Community Medicine, University of California, San Francisco
| | - Karen White
- Olivia Golston is with the Fielding School of Public Health, University of California, Los Angeles. Michael Prelip, Alina Dorian, and Shira Shafir are with the Department of Community Health Sciences, Fielding School of Public Health. Debbie Bain Brickley, Andrew Maher, Michael J. A. Reid, and Karen White are with the UCSF Pandemic Initiative for Equity and Action, University of California, San Francisco. Anne Cass is with the Center for Infectious Diseases, California Department of Public Health, San Diego. Lisa Chen is with the Curry International Tuberculosis Center, University of California, San Francisco. Alice Gandelman is with the California Prevention Training Center, University of California, San Francisco. Chris Keh is with the Center for Infectious Diseases, California Department of Public Health, Richmond. Roger Myrick is with the Institute of Global Health Sciences, University of California, San Francisco. Rachel Willard-Grace is with the Center for Excellence in Primary Care, Department of Family and Community Medicine, University of California, San Francisco
| | - Rachel Willard-Grace
- Olivia Golston is with the Fielding School of Public Health, University of California, Los Angeles. Michael Prelip, Alina Dorian, and Shira Shafir are with the Department of Community Health Sciences, Fielding School of Public Health. Debbie Bain Brickley, Andrew Maher, Michael J. A. Reid, and Karen White are with the UCSF Pandemic Initiative for Equity and Action, University of California, San Francisco. Anne Cass is with the Center for Infectious Diseases, California Department of Public Health, San Diego. Lisa Chen is with the Curry International Tuberculosis Center, University of California, San Francisco. Alice Gandelman is with the California Prevention Training Center, University of California, San Francisco. Chris Keh is with the Center for Infectious Diseases, California Department of Public Health, Richmond. Roger Myrick is with the Institute of Global Health Sciences, University of California, San Francisco. Rachel Willard-Grace is with the Center for Excellence in Primary Care, Department of Family and Community Medicine, University of California, San Francisco
| | - Shira Shafir
- Olivia Golston is with the Fielding School of Public Health, University of California, Los Angeles. Michael Prelip, Alina Dorian, and Shira Shafir are with the Department of Community Health Sciences, Fielding School of Public Health. Debbie Bain Brickley, Andrew Maher, Michael J. A. Reid, and Karen White are with the UCSF Pandemic Initiative for Equity and Action, University of California, San Francisco. Anne Cass is with the Center for Infectious Diseases, California Department of Public Health, San Diego. Lisa Chen is with the Curry International Tuberculosis Center, University of California, San Francisco. Alice Gandelman is with the California Prevention Training Center, University of California, San Francisco. Chris Keh is with the Center for Infectious Diseases, California Department of Public Health, Richmond. Roger Myrick is with the Institute of Global Health Sciences, University of California, San Francisco. Rachel Willard-Grace is with the Center for Excellence in Primary Care, Department of Family and Community Medicine, University of California, San Francisco
| |
Collapse
|
4
|
Abstract
OBJECTIVE To explore the experience of incontinence-associated dermatitis (IAD) as perceived by nurses, obstacles in the nursing process, and need for IAD training and management. METHODS This single-setting descriptive qualitative study was conducted from June 5, 2018, to June 22, 2018. Ten nurses working in the respiratory ICU of a local hospital participated in semistructured interviews. The content analysis method was used to analyze, summarize, and refine the interview data. RESULTS The experience of ICU nurses with IAD can be divided into four types: nursing based on experiential knowledge, seeking self-improvement, disunity of cleaning methods and wiping skills, and postponement of nursing care because of priority allocation. Obstacles in the nursing process include a lack of relevant nursing knowledge and awareness, as well as the medical supplies needed. The goals of training and management include establishing IAD preventive nursing procedures, providing IAD care products, enhancing the practicality of training content and diversifying training methods, and establishing an information system to assist nurses caring for patients with IAD. CONCLUSIONS The knowledge and behavior of ICU nurses regarding IAD need to be improved. Training and management are imperative. Facilities and nurse managers should actively seek solutions to stated obstacles, formulate training methods suitable for clinical needs, and promote the standardization of nursing for IAD.
Collapse
Affiliation(s)
- Yu Zhang
- At the Capital Medical University in Beijing, China, Yu Zhang, MSN, RN, is Nurse, Department of Respiratory and Critical Care Medicine; Peng Zhang, MSc, is Attending Doctor, Department of Urology, Beijing Chao-Yang Hospital; Jun-E Liu, MD, is Professor, School of Nursing; and Fengli Gao, MD, is Director, Nursing Department, Beijing Chao-Yang Hospital. Acknowledgment: The authors thank the Nursing Department of Beijing Chao-Yang Hospital for supporting this study, including the ICU nurses who agreed to share their experience and devote time and effort to this project. The authors have disclosed no financial relationships related to this article. Submitted September 24, 2020; accepted in revised form December 10, 2020
| | | | | | | |
Collapse
|
5
|
Browne T, McKinney SH, Duck L, Blake EW, Baliko B, English S, Christopher R. Preparing Health Professions Students to Serve Southern Rural Communities in the Time of COVID-19 and Beyond: A Model for Interprofessional Online Telehealth Education. South Med J 2021; 114:665-667. [PMID: 34599348 PMCID: PMC8505031 DOI: 10.14423/smj.0000000000001300] [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] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/08/2021] [Indexed: 11/25/2022]
|
6
|
Zieher AK, Cipriano C, Meyer JL, Strambler MJ. Educators' implementation and use of social and emotional learning early in the COVID-19 pandemic. Sch Psychol 2021; 36:388-397. [PMID: 34591589 DOI: 10.1037/spq0000461] [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] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The coronavirus disease of 2019 (COVID-19) has had multifaceted effects on students, their families, and the educators who support their learning. Early in the COVID-19 pandemic, one of the most notable changes for schools was the sudden move to distance learning-an unprecedented disruption to academic, social, and emotional instruction. Social and emotional learning (SEL) skills play an important role in human development by supporting academic success and overall well-being, including skills for effectively coping with stressors such as those imposed by the COVID-19 pandemic. Building on previous work, we created the Crisis Response Educator SEL Survey (CRESS) to examine predictors of SEL implementation during the pandemic. Structural equation models (SEMs) were used to predict: (a) educators' reported challenges implementing SEL during distance learning; (b) educator SEL implementation with students and use of social and emotional (SE) strategies for themselves; and (c) educator self-judgment and emotional exhaustion. Predictors included school/district guidance to support SEL, school/district support of educator SE needs, and the priority on SEL for the school and the educator. Our sample consisted of 219 educators committed to SEL who reported on their experience with SEL during distance learning toward the end of the 2019-2020 school year. Findings suggest that school/district support of educator SE needs predicts lower levels of challenge implementing SEL during distance learning and lower levels of educator burnout and self-judgment, whereas greater school/district guidance to support SEL was associated with more SEL implementation with students and more educator use of SE strategies for themselves. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
Collapse
|
7
|
Kikuchi M, Asao T, Tokumine J, Lefor AK, Matsushima H, Andoh H, Tanaka K, Kanamoto M, Ideno Y. A novel system for teaching the in-plane vascular access technique: A simulation study. Medicine (Baltimore) 2021; 100:e27201. [PMID: 34664850 PMCID: PMC8448066 DOI: 10.1097/md.0000000000027201] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [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: 08/21/2020] [Accepted: 07/13/2021] [Indexed: 02/05/2023] Open
Abstract
The long-axis in-plane approach is amenable to ultrasound-guided central venous catheterization. However, the long-axis in-plane approach is considered difficult to learn because the needle should remain visible in the ultrasound beam during the procedure. We developed a novel competency-based modular system to acquire the skills for the long-axis in-plane approach. The purpose of this study is to evaluate the efficacy of this system.The study was approved by the local ethics committee. Participants performed ultrasound guided venous catheterization (pre-test), attended a 2-hour hands-on session with the teaching system and were then evaluated again (posttest). The teaching system is a simulator device consisting of an ultrasound probe, a simulated vessel, a needle, and an endoscope connected to a computer to visualize the image inside the simulated vessel. The success rate, visualization of the needle tip, and puncture accuracy were measured before and after training. The puncture accuracy was determined by evaluating the distance of the needle tip and needle shaft from the center of a simulated vessel. Primary outcomes were the success rate and the puncture accuracy. The secondary outcome was needle tip visualization. McNemar test was used to analyze success rate and needle tip visualization. Tukey test was used to analyze puncture accuracy. A P value <.05 was considered statistically significant.Forty-seven participants were enrolled in this study. The success rate was significantly increased (pre-test 79%, posttest 94%, P = .04). Ultrasound images from 42 participants were analyzed for puncture accuracy. Puncture accuracy significantly increased for needle tip distance (P = .03), but not shaft distance (P = .1). The needle tip visualization was significantly improved (P = .02).A novel competency-based teaching system was constructed in a step-by-step manner, which improved needle tip visualization and puncture accuracy, with a higher success rate.
Collapse
Affiliation(s)
- Mami Kikuchi
- Center of Regional Medical Research and Education, Gunma University Hospital, 3-39-15 Maebashi, Gunma, Japan
| | - Takayuki Asao
- Gunma University Center for Mathematics and Data Science, 4-2 Aramaki, Maebashi, Gunma, Japan
| | - Joho Tokumine
- Department of Anesthesiology, Kyorin University School of Medicine, 6-20-2 Sinkawa, Mitaka, Tokyo, Japan
| | - Alan Kawarai Lefor
- Department of Surgery, Jichi Medical University, Shimotsuke, 3311-1 Yakushiji, Shimotsuke, Tochigi, Japan
| | - Hisao Matsushima
- Emergency and Critical Care Center, Dokkyo Medical University Saitama Medical Center, 2-1-50 Minami Koshigaya, Koshigaya, Saitama, Japan
| | - Hideaki Andoh
- Akita University Hospital Medical Simulation Center, 1-1-1 Hondou, Akita-City, Akita, Japan
| | - Kazumi Tanaka
- Medical Quality and Safety Management Center, Gunma University Hospital, 3-39-22 Maebashi, Gunma, Japan
| | - Masafumi Kanamoto
- Intensive Care Unit, Gunma University Hospital, 3-39-15 Maebashi, Gunma, Japan
| | - Yuki Ideno
- Gunma University Center for Mathematics and Data Science, 4-2 Aramaki, Maebashi, Gunma, Japan
| |
Collapse
|
8
|
Alqarni MA. Assessing dental students' professional satisfaction with operative dentistry teaching and curriculum: A study in Saudi Arabia. Medicine (Baltimore) 2021; 100:e26459. [PMID: 34160446 PMCID: PMC8238307 DOI: 10.1097/md.0000000000026459] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/08/2020] [Revised: 05/23/2021] [Accepted: 06/05/2021] [Indexed: 01/04/2023] Open
Abstract
ABSTRACT Evaluating students' professional training satisfaction with operative dentistry teaching and curriculum can help identify their educational needs and improve the quality of the education imparted. This study aimed to assess the professional training satisfaction of senior undergraduate dental students in Saudi Arabia from the operative dentistry course teaching and its curriculum at different levels and among genders.A total of 193 (109 male, 56.48%; and 84 female, 43.52%) students participated in the survey. The respondents were at the 10th, 11th, and 12th levels of the Operative Dentistry course in a ratio of 34.2%, 32.1%, and 33.7%, respectively. Data were collected from survey items (18 questions) covering 6 areas: learning objectives, course materials, content relevance, instructor knowledge, instructor delivery and style, and facility and environment. Descriptive and analytical tests were performed using SPSS Software 19, with the significance level set at 0.05.A high level of satisfaction was seen among level 10 (68.18%), 11 (79.03%), and 12 (86.15%) students. A significant statistical difference was observed among level 10 students with a low level of satisfaction and a high level of satisfaction (P = .045). The percentage of satisfaction increased with the level. A high level of satisfaction was seen among male (78.90%) and female (76.19%) students, with a total satisfaction level of 77.72%.Continuous evaluation and assessment of teaching and curriculum can be a tool to improve the quality of education imparted, especially in clinical courses such as operative dentistry. This helps to prepare students for their professional life as healthcare providers. The role of teaching skills related to amalgam must be re-evaluated. It is recommended to include student representation and participation in course development committees, as they are the final recipients of the educational process.
Collapse
|
9
|
Ilechukwu LC, Egenti NT, Aloh HE, Uwakwe RC, Obande-Ogbuinya N, Eke CL, Kalu IA, Ejionueme LK, Iremeka FU. Rational emotive education for reducing stress of undergraduate students of religious education program: An experimental study. Medicine (Baltimore) 2021; 100:e26177. [PMID: 34114999 PMCID: PMC8202547 DOI: 10.1097/md.0000000000026177] [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] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/10/2021] [Accepted: 05/08/2021] [Indexed: 01/04/2023] Open
Abstract
BACKGROUND Rational emotive education (REE) program aims to improve the behavioral and mental health of students. This study objective was to evaluate the effect of an REE program on stress among undergraduate students of religious education program in Nigerian Universities. METHOD One hundred and fifty (150) religious education undergraduates who had high level of stress participated in the study. Participants were assigned to 2 different groups. The treatment group had 75 participants and while control group also had 75 participants. Data collection was done using the Perceived Stress Scale (PSS-10) while data analysis was done using independent sample t test and paired t test statistics at .05 probability level. RESULTS The REE program resulted in a significant decrease in level of stress among undergraduate students of religious education program in the treatment group compared with those students in the control group. Also, the effect of the REE program was maintained during the follow-up among undergraduate students of religious education program exposed to it. CONCLUSION The REE program can be used to assist undergraduate students of religious education program to manage their stress.
Collapse
Affiliation(s)
| | - Nkechi Theresa Egenti
- Department of Educational Foundations, University of Nigeria, P.M.B 410001, Nsukka, Enugu State
| | - Henry Egi Aloh
- Department of Health Services, Alex Ekwueme Federal University Ndufu-Alike Ikwo, Ebonyi State
| | - Rowland C. Uwakwe
- Faculty of Education, Ekwueme Federal University Ndufu-Alike Ikwo, Ebonyi State, Nigeria
| | - Nkiru Obande-Ogbuinya
- Faculty of Education, Ekwueme Federal University Ndufu-Alike Ikwo, Ebonyi State, Nigeria
| | - Chinyere Lambert Eke
- Faculty of Education, Ekwueme Federal University Ndufu-Alike Ikwo, Ebonyi State, Nigeria
| | - Ijeoma Awa Kalu
- Faculty of Education, Ekwueme Federal University Ndufu-Alike Ikwo, Ebonyi State, Nigeria
| | | | - Felicia Ukamaka Iremeka
- Department of Educational Foundations, University of Nigeria, P.M.B 410001, Nsukka, Enugu State
| |
Collapse
|
10
|
Hudson L, Prichard C, Weiss LT, Ickes MJ, Vanderford NL. Training Appalachian Kentucky Youth Cancer Advocates. South Med J 2021; 114:356-360. [PMID: 34075428 PMCID: PMC8274365 DOI: 10.14423/smj.0000000000001256] [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] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
OBJECTIVES Kentucky has the highest cancer incidence and mortality rates in the United States, with the Appalachian region experiencing the highest of those rates. Cancer advocacy, which is defined as providing support to cancer patients and their communities, represents a means of decreasing the cancer cases in Appalachian Kentucky. This exploratory study examined the effects of advocacy training and experiential learning on Appalachian high school students' cancer advocacy attitudes and self-efficacy. METHODS The design of this study was a mixed-methods, one-group repeated measure with a group of participants from the Appalachian Career Training in Oncology (ACTION) Program (N = 9). The study assessed advocacy attitudes and self-efficacy before and after participants were provided advocacy training and participated in an advocacy event. RESULTS Participating students' attitudes and self-efficacy did not substantially change following the training and their participation in an advocacy event. Through their comments after the event, however, students seem eager to use their voices to influence the actions of state legislators. At the same time, they worry about the apathy of their community members to their cancer advocacy message. CONCLUSIONS Youth represent potentially powerful agents of advocacy that could help address the cancer burden in Kentucky. Participants in this study likely overestimated their advocacy abilities before learning more about advocacy and participating in the process. As such, additional trainings are likely necessary to increase students' self-efficacy, encourage them to share their stories, and help them overcome perceived barriers.
Collapse
Affiliation(s)
- Lauren Hudson
- Markey Cancer Center, University of Kentucky. Lexington, KY, USA
| | - Chris Prichard
- Markey Cancer Center, University of Kentucky. Lexington, KY, USA
| | - L. Todd Weiss
- Markey Cancer Center, University of Kentucky. Lexington, KY, USA
| | - Melinda J. Ickes
- Department of Kinesiology and Health Promotion, College of Education, University of Kentucky. Lexington, KY, USA
| | - Nathan L. Vanderford
- Markey Cancer Center, University of Kentucky. Lexington, KY, USA
- Department of Toxicology and Cancer Biology, College of Medicine, University of Kentucky. Lexington, KY, USA
| |
Collapse
|
11
|
Furlong L, Serry T, Bridgman K, Erickson S. An evidence-based synthesis of instructional reading and spelling procedures using telepractice: A rapid review in the context of COVID-19. Int J Lang Commun Disord 2021; 56:456-472. [PMID: 33844388 PMCID: PMC8250683 DOI: 10.1111/1460-6984.12619] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [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: 10/15/2020] [Revised: 03/16/2021] [Accepted: 03/16/2021] [Indexed: 05/21/2023]
Abstract
BACKGROUND Due to COVID-19, many educators and allied health practitioners are facing the challenge of rapidly transitioning to telepractice delivery of instructional reading and spelling procedures without being fully informed of the evidence. AIMS A rapid review was conducted to provide educators, allied health practitioners and policymakers with a synthesis of valid, relevant and actionable evidence relating to telepractice delivery of instructional reading and spelling procedures. The aim was to investigate the nature and outcomes of studies examining instructional reading and spelling procedures delivered via telepractice to school-aged students. METHODS & PROCEDURES A rapid review was undertaken in accordance with the eight-step process published by the Cochrane Rapid Reviews Methods Group. Medline (all databases), Embase, Cochrane and ProQuest Central were systematically searched with predefined search terms organized across four key concepts relating to the research questions. OUTCOMES & RESULTS Nine studies were included in this rapid review. Reading and spelling instruction and intervention using telepractice can be feasible and engaging. Telepractice assessment for reading and spelling can be equally effective as onsite assessment. CONCLUSIONS & IMPLICATIONS The evidence base for telepractice delivery of reading and spelling procedures is in its infancy in terms of both the quantity and the quality of the evidence. Insufficient evidence exists to draw clear conclusions about its efficacy, and therefore practitioners should proceed cautiously. What this paper adds What is already known on the subject For onsite delivery, evidence-based reading and spelling assessment, instruction and interventions delivered by educators and allied health practitioners have been shown to accelerate students' skills; less is known about the efficacy of instructional reading and spelling procedures in a telepractice model, which have rapidly become the new norm in many countries due to the COVID-19 pandemic. The benefits of telepractice include improved access to services, increased service availability, convenience, time efficiency, caseload management efficiency and removal of logistical barriers relating to cost and geographical location. During the COVID-19 pandemic, telepractice has facilitated continued access to services. What this study adds to existing knowledge Reading and spelling instruction and intervention delivered via telepractice can be feasible and engaging. Telepractice is a viable mode to deliver reading and spelling assessments with strong agreement between telepractice and onsite scores. Given their low methodological quality, the studies in this review provide valuable information around the how of telepractice reading and spelling procedures and highlight the factors that may contribute to positive outcomes with this service delivery model. What are the potential or actual clinical implications of this work? Educators and allied health practitioners need a thorough understanding of the student's telepractice environment and require adequate training and support to engage in telepractice service delivery. Educators and allied health practitioners should consider students for telepractice on a case-by-case basis. Practitioners should proceed cautiously with telepractice reading and spelling assessment, intervention and instruction, with the knowledge that the current available evidence is of limited quality.
Collapse
Affiliation(s)
- Lisa Furlong
- School of EducationCollege of Arts, Social Sciences and CommerceLa Trobe UniversityBundooraMelbourneVICAustralia
| | - Tanya Serry
- School of EducationCollege of Arts, Social Sciences and CommerceLa Trobe UniversityBundooraMelbourneVICAustralia
| | - Kate Bridgman
- Discipline of Speech PathologySchool of Allied HealthCollege of Science, Health and EngineeringLa Trobe UniversityBundooraMelbourneVICAustralia
| | - Shane Erickson
- Discipline of Speech PathologySchool of Allied HealthCollege of Science, Health and EngineeringLa Trobe UniversityBundooraMelbourneVICAustralia
| |
Collapse
|
12
|
Fulweiler RW, Davies SW, Biddle JF, Burgin AJ, Cooperdock EHG, Hanley TC, Kenkel CD, Marcarelli AM, Matassa CM, Mayo TL, Santiago-Vàzquez LZ, Traylor-Knowles N, Ziegler M. Rebuild the Academy: Supporting academic mothers during COVID-19 and beyond. PLoS Biol 2021; 19:e3001100. [PMID: 33690708 PMCID: PMC7942998 DOI: 10.1371/journal.pbio.3001100] [Citation(s) in RCA: 38] [Impact Index Per Article: 12.7] [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] [Indexed: 12/05/2022] Open
Abstract
The issues facing academic mothers have been discussed for decades. Coronavirus Disease 2019 (COVID-19) is further exposing these inequalities as womxn scientists who are parenting while also engaging in a combination of academic related duties are falling behind. These inequities can be solved by investing strategically in solutions. Here we describe strategies that would ensure a more equitable academy for working mothers now and in the future. While the data are clear that mothers are being disproportionately impacted by COVID-19, many groups could benefit from these strategies. Rather than rebuilding what we once knew, let us be the architects of a new world.
Collapse
Affiliation(s)
- Robinson W. Fulweiler
- Departments of Earth and Environment, Boston, Massachusetts, United States of America
- Department of Biology, Boston University, Boston, Massachusetts, United States of America
| | - Sarah W. Davies
- Department of Biology, Boston University, Boston, Massachusetts, United States of America
| | - Jennifer F. Biddle
- School of Marine Science and Policy, University of Delaware, Lewes, Delaware, United States of America
| | - Amy J. Burgin
- Department of Environmental Studies and Ecology & Evolutionary Biology, Kansas Biological Survey, University of Kansas, Lawrence, Kansas, United States of America
| | - Emily H. G. Cooperdock
- Department of Earth Sciences, University of Southern California, Los Angeles, California, United States of America
| | - Torrance C. Hanley
- Marine Science Center, Northeastern University, Nahant, Massachusetts, United States of America
| | - Carly D. Kenkel
- Department of Biological Sciences, University of Southern California, Los Angeles, California, United States of America
| | - Amy M. Marcarelli
- Department of Biological Sciences, Michigan Technological University, Houghton, Michigan, United States of America
| | - Catherine M. Matassa
- Department of Marine Sciences, University of Connecticut, Groton, Connecticut, United States of America
| | - Talea L. Mayo
- Department of Mathematics, Emory University, Atlanta, Georgia, United States of America
| | - Lory Z. Santiago-Vàzquez
- Department of Biology and Biotechnology, University of Houston-Clear Lake, Houston, Texas, United States of America
| | - Nikki Traylor-Knowles
- Rosenstiel School of Marine and Atmospheric Sciences, University of Miami, Miami, Florida, United States of America
| | - Maren Ziegler
- Department of Animal Ecology and Systematics, Justus Liebig University Giessen, Giessen, Germany
| |
Collapse
|
13
|
Bauer AM, Jakupcak M, Hawrilenko M, Bechtel J, Arao R, Fortney JC. Outcomes of a health informatics technology-supported behavioral activation training for care managers in a collaborative care program. Fam Syst Health 2021; 39:89-100. [PMID: 32853001 DOI: 10.1037/fsh0000523] [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] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Health informatics-supported strategies for training and ongoing support may aid the delivery of evidence-based psychotherapies. The objective of this study was to describe the development, implementation, and practice outcomes of a scalable health informatics-supported training program for behavioral activation for patients who screened positive for posttraumatic stress disorder and/or bipolar disorder. METHOD We trained 34 care managers in 12 rural health centers. They used a registry checklist to document the delivery of 10 behavioral activation skills for 4,632 sessions with 455 patients. Care managers received performance feedback based on registry data. Using encounter-level data reported by care managers, we described the implementation outcomes of patient reach and care manager skill adoption. We used cross-classified multilevel modeling to explore variation in skill delivery accounting for patient characteristics, provider characteristics, and change over time. RESULTS Care managers engaged 88% of patients in behavioral activation and completed a minimum course for 57%. The average patient received 5.9 skills during treatment, with substantial variation driven more by providers (63%) than patients (29%). Care managers significantly increased the range of skills offered to patients over time. DISCUSSION The registry-based checklist was a feasible training and support tool for community-based providers to deliver behavioral activation. Providers received data-driven performance feedback and demonstrated skill improvement over time, promoting sustainment. Future research will examine patient-level outcomes. Results underscore the potential public health impact of a simple registry-based skills checklist coupled with a scalable remote training program for evidence-based psychotherapy. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
Collapse
Affiliation(s)
- Amy M Bauer
- Department of Psychiatry and Behavioral Sciences, University of Washington
| | - Matthew Jakupcak
- Department of Psychiatry and Behavioral Sciences, University of Washington
| | - Matt Hawrilenko
- Department of Psychiatry and Behavioral Sciences, University of Washington
| | - Jared Bechtel
- Department of Psychiatry and Behavioral Sciences, University of Washington
| | - Rob Arao
- Department of Psychiatry and Behavioral Sciences, University of Washington
| | - John C Fortney
- Department of Psychiatry and Behavioral Sciences, University of Washington
| |
Collapse
|
14
|
Fisher M, Wolf D. Remote Learning Environments: Lessons Learned From Collaborative Small Group Activities. J Nurs Educ 2021; 60:120. [PMID: 33528586 DOI: 10.3928/01484834-20210120-13] [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: 11/20/2022]
|
15
|
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.
Collapse
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
| | | | | | | | | | | | | |
Collapse
|
16
|
Yu Z, LaChance AH, Nambudiri VE. Health policy literacy among U.S. dermatology residents: characterizing past experiences and future goals. Dermatol Online J 2020; 26:13030/qt5nr1w62d. [PMID: 33342173] [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] [Received: 03/23/2020] [Revised: 05/26/2020] [Accepted: 07/28/2020] [Indexed: 06/12/2023] Open
Abstract
BACKGROUND Health policy knowledge is critical in today's healthcare environment; efforts to understand dermatology residents' health policy literacy and education on policy reforms pertaining to dermatology practice are limited. METHODS A 25-question electronic survey was administered to current U.S. dermatology residents in ACGME-accredited residencies to assess health policy education/experiences, career goals, and familiarity with current issues in health policy and dermatology. RESULTS There were 46 respondents of equal gender and training stage distribution. Of these, 67% and 30% reported health policy instruction in medical school and residency, respectively; 17% reported no prior instruction. Additionally, 50% and 31% intended to pursue academic medicine and private practice, respectively. Although most believed dermatology careers to be compatible with non-clinical endeavors (organized medicine leadership, policy reform, political/legislative advocacy, elected office), few intended to pursue such endeavors. Fewer than 50% of respondents reported familiarity with health legislation, reimbursement models, and the American Academy of Dermatology Association's 2018 advocacy priorities. CONCLUSIONS Although some dermatology residents have prior health policy education and/or receive training in residency, there remain gaps in their knowledge and preparation to face current healthcare issues. Medical schools and residencies should address such gaps and provide health policy opportunities to ensure trainees' future success.
Collapse
Affiliation(s)
| | | | - Vinod E Nambudiri
- Harvard Medical School, Boston, MA Department of Dermatology, Brigham and Women's Hospital, Boston, MA.
| |
Collapse
|
17
|
Henderson LR, Shah SGS, Ovseiko PV, Dam R, Buchan AM, McShane H, Kiparoglou V. Markers of achievement for assessing and monitoring gender equity in a UK National Institute for Health Research Biomedical Research Centre: A two-factor model. PLoS One 2020; 15:e0239589. [PMID: 33052933 PMCID: PMC7556494 DOI: 10.1371/journal.pone.0239589] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [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: 02/03/2020] [Accepted: 09/09/2020] [Indexed: 11/18/2022] Open
Abstract
BACKGROUND The underrepresentation of women in academic medicine at senior level and in leadership positions is well documented. Biomedical Research Centres (BRC), partnerships between leading National Health Service (NHS) organisations and universities, conduct world class translational research funded by the National Institute for Health Research (NIHR) in the UK. Since 2011 BRCs are required to demonstrate significant progress in gender equity (GE) to be eligible to apply for funding. However, the evidence base for monitoring GE specifically in BRC settings is underdeveloped. This is the first survey tool designed to rank and identify new GE markers specific to the NIHR BRCs. METHODS An online survey distributed to senior leadership, clinical and non-clinical researchers, trainees, administrative and other professionals affiliated to the NIHR Oxford BRC (N = 683). Participants ranked 13 markers of GE on a five point Likert scale by importance. Data were summarised using frequencies and descriptive statistics. Interrelationships between markers and underlying latent dimensions (factors) were determined by exploratory and confirmatory factor analyses. RESULTS The response rate was 36% (243 respondents). Respondents were more frequently female (55%, n = 133), aged 41-50 years (33%, n = 81), investigators (33%, n = 81) affiliated to the BRC for 2-7 years (39.5%, n = 96). Overall participants ranked 'BRC senior leadership roles' and 'organisational policies on gender equity', to be the most important markers of GE. 58% (n = 141) and 57% (n = 139) respectively. Female participants ranked 'organisational policies' (64.7%, n = 86/133) and 'recruitment and retention' (60.9%, n = 81/133) most highly, whereas male participants ranked 'leadership development' (52.1%, n = 50/96) and 'BRC senior leadership roles' (50%, n = 48/96) as most important. Factor analyses identified two distinct latent dimensions: "organisational markers" and "individual markers" of GE in BRCs. CONCLUSIONS A two-factor model of markers of achievement for GE with "organisational" and "individual" dimensions was identified. Implementation and sustainability of gender equity requires commitment at senior leadership and organisational policy level.
Collapse
Affiliation(s)
- Lorna R. Henderson
- National Institute for Health Research Oxford Biomedical Research Centre, John Radcliffe Hospital, Oxford, United Kingdom
- Radcliffe Department of Medicine, University of Oxford, Oxford, Oxford, United Kingdom
- * E-mail:
| | - Syed Ghulam Sarwar Shah
- National Institute for Health Research Oxford Biomedical Research Centre, John Radcliffe Hospital, Oxford, United Kingdom
- Radcliffe Department of Medicine, University of Oxford, Oxford, Oxford, United Kingdom
| | - Pavel V. Ovseiko
- Radcliffe Department of Medicine, University of Oxford, Oxford, Oxford, United Kingdom
| | - Rinita Dam
- Radcliffe Department of Medicine, University of Oxford, Oxford, Oxford, United Kingdom
| | - Alastair M. Buchan
- Radcliffe Department of Medicine, University of Oxford, Oxford, Oxford, United Kingdom
| | - Helen McShane
- National Institute for Health Research Oxford Biomedical Research Centre, John Radcliffe Hospital, Oxford, United Kingdom
- Nuffield Department of Medicine, University of Oxford, Oxford, Oxford, United Kingdom
| | - Vasiliki Kiparoglou
- National Institute for Health Research Oxford Biomedical Research Centre, John Radcliffe Hospital, Oxford, United Kingdom
- Nuffield Department of Primary Health Care Sciences University of Oxford, Oxford, United Kingdom
| |
Collapse
|
18
|
Leinonen J, Laitala M, Pirttilahti J, Niskanen L, Pesonen P, Anttonen V. Live lectures and videos do not differ in relation to learning outcomes of dental ergonomics. Clin Exp Dent Res 2020; 6:489-494. [PMID: 32412181 PMCID: PMC7545220 DOI: 10.1002/cre2.300] [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] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2020] [Revised: 04/21/2020] [Accepted: 04/22/2020] [Indexed: 11/07/2022] Open
Abstract
OBJECTIVES This study aimed to compare the knowledge attained by third-year dental students in physical ergonomics altering live lectures and videos in teaching. The second aim was to investigate implementation of the theoretical knowledge on ergonomics into practice. MATERIAL AND METHODS Forty-five students divided into two groups attended a live lecture (45 min) or viewed videos (45 min). After the first teaching session, the groups changed parts. All students answered a questionnaire with 13 true or false-questions on ergonomics at baseline and immediately after both teaching sessions. Friedman's test and Wilcoxon signed rank test were used to compare questionnaire scores of the student groups. Additionally, we photographed 17 randomly selected students 3 months after baseline during a simulation workshop on endodontics. We analyzed the photographs for ergonomic postures using a specific 12-point checklist. RESULTS At baseline, no difference in the knowledge between the two groups was discovered, when both scored 72%. After the first teaching session, significant improvement in both groups (p < .05) was found; and there was no statistically significant difference in the scores between the groups (88% in the lecture-first and 82% in the video-first group). After the second teaching session, the scores were similar in both groups. Overall all improvement in both groups was significant (p < .001). The photograph analysis showed half of the postures being in accord with the ergonomic guidelines. CONCLUSIONS Both live lectures and videos showed similar outcomes in teaching ergonomics. Implementation of the knowledge on ergonomics is insufficient. Videos provide an easy-to-organize alternative to live lectures in teaching dental ergonomics. New means are needed to have dental students implement their knowledge on ergonomics into practice.
Collapse
Affiliation(s)
- Jukka Leinonen
- Department of Clinical DentistryUiT The Arctic University of NorwayTromsoNorway
- Research Unit of Oral Health SciencesUniversity of OuluOuluFinland
| | - Marja‐Liisa Laitala
- Department of Clinical DentistryUiT The Arctic University of NorwayTromsoNorway
- Medical Research CenterUniversity Hospital of Oulu and University of OuluOuluFinland
| | - Julia Pirttilahti
- Department of Clinical DentistryUiT The Arctic University of NorwayTromsoNorway
| | - Leena Niskanen
- Department of Clinical DentistryUiT The Arctic University of NorwayTromsoNorway
| | - Paula Pesonen
- Infrastructure for Population Studies, Faculty of MedicineUniversity of OuluOuluFinland
| | - Vuokko Anttonen
- Department of Clinical DentistryUiT The Arctic University of NorwayTromsoNorway
- Medical Research CenterUniversity Hospital of Oulu and University of OuluOuluFinland
| |
Collapse
|
19
|
Wyman PA, Pisani AR, Brown CH, Yates B, Morgan-DeVelder L, Schmeelk-Cone K, Gibbons RD, Caine ED, Petrova M, Neal-Walden T, Linkh DJ, Matteson A, Simonson J, Pflanz SE. Effect of the Wingman-Connect Upstream Suicide Prevention Program for Air Force Personnel in Training: A Cluster Randomized Clinical Trial. JAMA Netw Open 2020; 3:e2022532. [PMID: 33084901 PMCID: PMC7578767 DOI: 10.1001/jamanetworkopen.2020.22532] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/12/2022] Open
Abstract
IMPORTANCE Suicide has been a leading manner of death for US Air Force personnel in recent years. Universal prevention programs that reduce suicidal thoughts and behaviors in military populations have not been identified. OBJECTIVES To determine whether the Wingman-Connect program for Airmen-in-training reduces suicidal ideation, depression, and occupational problems compared with a stress management program and to test the underlying network health model positing that cohesive, healthy units are protective against suicidal ideation. DESIGN, SETTING, AND PARTICIPANTS This cluster randomized clinical trial was conducted from October 2017 to October 2019 and compared classes of personnel followed up for 6 months. The setting was a US Air Force technical training school, with participants studied to their first base assignment, whether US or international. Participants in 216 classes were randomized, with an 84% retention rate. Data analysis was performed from November 2019 to May 2020. INTERVENTIONS The Wingman-Connect program used group skill building for cohesion, shared purpose, and managing career and personal stressors (3 blocks of 2 hours each). Stress management training covered cognitive and behavioral strategies (2 hours). Both conditions had a 1-hour booster session, plus text messages. MAIN OUTCOMES AND MEASURES The primary outcomes were scores on the suicidal ideation and depression scales of the Computerized Adaptive Test for Mental Health and self-reports of military occupational impairment. Class network protective factors hypothesized to mediate the effect of Wingman-Connect were assessed with 4 measures: cohesion assessed perceptions that classmates cooperate, work well together, and support each other; morale was measured with a single item used in other studies with military samples; healthy class norms assessed perceptions of behaviors supported by classmates; and bonds to classmates were assessed by asking each participant to name classmates whom they respect and would choose to spend time with. RESULTS A total of 215 classes including 1485 individuals (1222 men [82.3%]; mean [SD] age, 20.9 [3.1] years) participated; 748 individuals were enrolled in the Wingman-Connect program and 737 individuals were enrolled in the stress management program. At 1 month, the Wingman-Connect group reported lower suicidal ideation severity (effect size [ES], -0.23; 95% CI, -0.39 to -0.09; P = .001) and depression symptoms (ES, -0.24; 95% CI, -0.41 to -0.08; P = .002) and fewer occupational problems (ES, -0.14; 95% CI, -0.31 to -0.02; P = .02). At 6 months, the Wingman-Connect group reported lower depression symptoms (ES, -0.16; 95% CI, -0.34 to -0.02; P = .03), whereas the difference in suicidal ideation severity was not significant (ES, -0.13; 95% CI, -0.29 to 0.01; P = .06). The number needed to treat to produce 1 fewer participant with elevated depression at either follow-up point was 21. The benefits of the training on occupational problems did not extend past 1 month. The Wingman-Connect program strengthened cohesive, healthy class units, which helped reduce suicidal ideation severity (estimate, -0.035; 95% CI, -0.07 to -0.01; P = .02) and depression symptom scores (estimate, -0.039; 95% CI, -0.07 to -0.01; P = .02) at 1 month. CONCLUSIONS AND RELEVANCE Wingman-Connect is the first universal prevention program to reduce suicidal ideation and depression symptoms in a general Air Force population. Group training that builds cohesive, healthy military units is promising for upstream suicide prevention and may be essential for ecological validity. Extension of the program to the operational Air Force is recommended for maintaining continuity and testing the prevention impact on suicidal behavior. TRIAL REGISTRATION ClinicalTrials.gov Identifier: NCT04067401.
Collapse
Affiliation(s)
- Peter A Wyman
- Department of Psychiatry, University of Rochester School of Medicine and Dentistry, Rochester, New York
| | - Anthony R Pisani
- Department of Psychiatry, University of Rochester School of Medicine and Dentistry, Rochester, New York
| | - C Hendricks Brown
- Department of Psychiatry and Behavioral Sciences, Feinberg School of Medicine, Northwestern University, Chicago, Illinois
| | - Bryan Yates
- Department of Psychiatry, University of Rochester School of Medicine and Dentistry, Rochester, New York
| | - Lacy Morgan-DeVelder
- Department of Psychiatry, University of Rochester School of Medicine and Dentistry, Rochester, New York
| | - Karen Schmeelk-Cone
- Department of Psychiatry, University of Rochester School of Medicine and Dentistry, Rochester, New York
| | - Robert D Gibbons
- Department of Medicine, Biological Sciences, The University of Chicago, Chicago, Illinois
- Department of Public Health Sciences, Biological Sciences, The University of Chicago, Chicago, Illinois
| | - Eric D Caine
- Department of Psychiatry, University of Rochester School of Medicine and Dentistry, Rochester, New York
| | - Mariya Petrova
- Department of Psychiatry, University of Rochester School of Medicine and Dentistry, Rochester, New York
- Now with Miller School of Medicine, University of Miami, Miami, Florida
| | - Tracy Neal-Walden
- US Air Force Surgeon General's Office, Falls Church, Virginia
- Now with Cohen Veterans Network, Silver Spring, Maryland
| | - David J Linkh
- US Air Force Surgeon General's Office, Falls Church, Virginia
| | | | | | - Steven E Pflanz
- US Air Force Surgeon General's Office, Falls Church, Virginia
- Now with Syracuse Veterans Affairs Medical Center, Syracuse, New York
| |
Collapse
|
20
|
Daugherty J, DePadilla L, Sarmiento K. Assessment of HEADS UP online training as an educational intervention for sports officials/athletic trainers. J Safety Res 2020; 74:133-141. [PMID: 32951774 PMCID: PMC7644176 DOI: 10.1016/j.jsr.2020.04.015] [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] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/22/2020] [Accepted: 04/24/2020] [Indexed: 05/28/2023]
Abstract
BACKGROUND Sports- and recreation-related concussions are a common injury among children. Sports officials (SOs) and athletic trainers (ATs) are integral to setting the stage for safe play and managing concussions when they occur, and significant numbers of both groups have completed the Centers for Disease Control and Prevention's HEADS UP online concussion training course. However, the utility of the course for these audiences has not been assessed. We hypothesized that sports officials' and athletic trainers' concussion-related knowledge, attitudes, and behavioral intentions will improve from pre- and post-test after completing CDC's HEADS UP online concussion training course. METHOD Respondents' concussion-related knowledge, attitudes, and behavioral intentions were assessed both before and after taking the training course. Differences between pre- and post-test scores were calculated based on the Wilcoxon Signed Rank Test Z-score or McNemar's test. Effect sizes were interpreted. RESULTS The SOs and ATs who participated in the HEADS UP online training had a high level of concussion knowledge before taking the course: 90% or more of respondents could identify the correct response for at least seven of the 13 knowledge questions in the pre-test. Still, the course was effective at improving the respondents' knowledge about return-to-play protocols and concussion reporting. Further, SOs and ATs demonstrated improvement in their concussion-related attitudes and behavioral intentions between the pre- and post-test. CONCLUSION SOs' and ATs' concussion knowledge, attitudes, and behavioral intentions improved immediately following completion of the CDC HEADS UP online training. Future research could also focus on the long-term retention of this type of training. Practical Applications: This study provides insight into how to better focus concussion-related educational programs to fit SOs' and ATs' needs.
Collapse
Affiliation(s)
- Jill Daugherty
- Centers for Disease Control and Prevention, National Center for Injury Prevention and Control, Division of Injury Prevention, 4770 Buford Highway, Atlanta, GA 30341, United States.
| | - Lara DePadilla
- Centers for Disease Control and Prevention, National Center for Injury Prevention and Control, Division of Overdose Prevention, 4770 Buford Highway, Atlanta, GA 30341, United States.
| | - Kelly Sarmiento
- Centers for Disease Control and Prevention, National Center for Injury Prevention and Control, Division of Injury Prevention, 4770 Buford Highway, Atlanta, GA 30341, United States.
| |
Collapse
|
21
|
Abstract
OBJECTIVE Despite calls for increased peer support services for individuals involved with the criminal justice system, little is known about the training, employment, and characteristics of forensic peer specialists (FPSs). Pennsylvania developed the nation's first FPS program and remains at the forefront of the field. This paper responds to three research questions regarding forensic peer support in Pennsylvania, assessing: (a) employment patterns and demographic characteristics; (b) work tasks and sites; and (c) challenges and benefits of working as an FPS. METHOD Data are drawn from a larger mixed-methods study of forensic peer support in Pennsylvania, including a detailed online survey of 117 FPS-trained workers, followed by 16 qualitative interviews with a subset of survey respondents. RESULTS While all survey respondents completed forensic peer support training, only 36% (n = 44) have been employed as FPSs. 96% of survey respondents report having used mental health services, compared to 55% reporting past incarceration. FPSs spend the majority of their work time providing individual support to peer clients and work in multiple settings. Additionally, FPSs report both benefits and challenges related to their work. CONCLUSION AND IMPLICATIONS FOR PRACTICE Study results suggest that FPS characteristics, practices, and work settings simultaneously align with and differ from nonspecialized peer support services. Program developers and advocates should focus attention on expanding employment opportunities, and FPSs with lived experience should be prioritized for these positions. Despite significant implementation barriers, FPSs are passionate about this work and promote the expansion of the field. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
Collapse
|
22
|
Wijekumar K, Beerwinkle A, McKeown D, Zhang S, Joshi RM. The "GIST" of the reading comprehension problem in grades 4 and 5. Dyslexia 2020; 26:323-340. [PMID: 31903668 DOI: 10.1002/dys.1647] [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] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/16/2019] [Revised: 11/25/2019] [Accepted: 11/26/2019] [Indexed: 06/10/2023]
Abstract
Main idea and summary are essential elements of reading comprehension. We report results from Grades 4 and 5 student performance on two years of state-mandated standardized reading testing which indicate that students perform statistically significantly lower on main idea and summary questions on the tests than any other question category. In this study, teacher competency was measured in a main idea task and teacher surveys were used to understand what instructional practices and materials they use to teach reading comprehension. Descriptive analyses indicate that teachers have a moderate competency for writing main ideas and many use instructional practices that are not supported by empirical evidence or reviewed by the What Works Clearinghouse. Thus, teacher knowledge and instructional practices may be malleable factors that contribute to student outcomes.
Collapse
Affiliation(s)
| | | | - Debra McKeown
- Teaching, Learning and Culture, Texas A and M University
| | - Shuai Zhang
- Department of Reading Education and Special Education, Appalachian State University
| | | |
Collapse
|
23
|
Kjellström S, Andersson AC, Samuelsson T. Professionals' experiences of using an improvement programme: applying quality improvement work in preschool contexts. BMJ Open Qual 2020; 9:e000933. [PMID: 32830121 PMCID: PMC7445333 DOI: 10.1136/bmjoq-2020-000933] [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] [Subscribe] [Scholar Register] [Received: 01/27/2020] [Revised: 07/10/2020] [Accepted: 07/27/2020] [Indexed: 11/22/2022] Open
Abstract
BACKGROUND Improvement work can be used in preschools to enrich outdoor environment for children's better health. Effective improvement work can facilitate the necessary changes, but little is known about professionals' experiences of participation in improvement interventions. The aim was to evaluate how preschool staff experience quality improvement work, using the Breakthrough Series Collaborative improvement programme, to enhance outdoor environments. METHODS An improvement intervention using a breakthrough collaborative was performed at 9 preschools in Sweden and examined with a longitudinal mixed method design. Staff completed questionnaires on 4 occasions (n=45 participants) and interviews took place after the intervention (n=16 participants). RESULTS The intervention was successful in the sense that the staff were content with the learning seminars, and they had triggered physical changes in the outdoor environment. They integrated the quality improvement work with their ordinary work and increasingly involved the children. The staff tested improvement tools but did not find them entirely appropriate for their work, because they preferred existing methods for reflection. CONCLUSIONS The challenges in quality improvement work seem to be similar across contexts. Using the Breakthrough Series Collaborative in a public health intervention is promising but needs to be integrated with preunderstandings, current reflections and quality tools and models.
Collapse
Affiliation(s)
- Sofia Kjellström
- School of Health and Welfare, Jönköping University, Jönköping, Sweden
| | | | - Tobias Samuelsson
- School of Education and Communication, Jönköping University, Jönköping, Sweden
| |
Collapse
|
24
|
Chew C, O’Dwyer PJ. Undergraduate medical education: a national survey of consultant radiologists. Br J Radiol 2020; 93:20200380. [PMID: 32463292 PMCID: PMC7446011 DOI: 10.1259/bjr.20200380] [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] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2020] [Revised: 05/15/2020] [Accepted: 05/15/2020] [Indexed: 11/05/2022] Open
Abstract
OBJECTIVE Rising clinical demand and changes to Radiologists' job plans mean it is becoming ever more difficult for Radiologists to teach medical students.The aim of this study was to assess the current role of Radiologists in undergraduate medical education in Scotland. METHODS Consultant Radiologists working across all 14 Scottish Health Boards were invited by email to participate in an anonymous short online survey. The survey ran for 6 weeks from November 2019. One reminder email was sent a week before the survey closed. RESULTS 102 responses were recorded, representing 34% of the total whole time equivalent Radiologists in Scotland. All agreed Radiology should be taught to medical students. Over 70% (n = 73) taught medical students, most often during supporting professional activity time. 76 percent of Radiologists who did not teach expressed a desire to do so. The most common barrier to teaching was not having enough time in their job plan. Scottish Radiologists delivered a median of 10 h (IQR 0-22) a year of teaching to medical students. Thematic analysis of free comments revealed staffing/time constraints severely limiting ability to teach. CONCLUSION This is the first national survey to assess the current role of Radiologists in teaching medical students. While most are teaching or want to teach, there is a large drop-off between current Scottish and previously reported UK median teaching hours. Engagement from Universities, Royal College of Radiologists and Health Boards is urgently needed to reverse this trend. ADVANCES IN KNOWLEDGE This is the first national survey into the current role of Radiologists in undergraduate medical education. There is a large drop-off between current Scottish and previously reported UK median teaching hours.
Collapse
Affiliation(s)
| | - PJ O’Dwyer
- Emeritus Professor Gastrointestinal Surgery, University of Glasgow, Glasgow, Scotland
| |
Collapse
|
25
|
Ballangrud R, Aase K, Vifladt A. Longitudinal team training programme in a Norwegian surgical ward: a qualitative study of nurses' and physicians' experiences with teamwork skills. BMJ Open 2020; 10:e035432. [PMID: 32641327 PMCID: PMC7348475 DOI: 10.1136/bmjopen-2019-035432] [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] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/18/2022] Open
Abstract
OBJECTIVES Teamwork and interprofessional team training are fundamental to ensuring the continuity of care and high-quality outcomes for patients in a complex clinical environment. Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) is an evidence-based team training programme intended to facilitate healthcare professionals' teamwork skills. The aim of this study is to describe healthcare professionals' experiences with teamwork in a surgical ward before and during the implementation of a longitudinal interprofessional team training programme. DESIGN A qualitative descriptive study based on follow-up focus group interviews. SETTING A combined gastrointestinal surgery and urology ward at a hospital division in a Norwegian hospital trust. PARTICIPANTS A convenience sample of 11 healthcare professionals divided into three professionally based focus groups comprising physicians (n=4), registered nurses (n=4) and certified nursing assistants (n=3). INTERVENTIONS The TeamSTEPPS programme was implemented in the surgical ward from May 2016 to June 2017. The team training programme included the three phases: (1) assessment and planning, (2) training and implementation and (3) sustainment. RESULTS Before implementing the team training programme, healthcare professionals were essentially satisfied with the teamwork skills within the ward. During the implementation of the programme, they experienced that team training led to greater awareness and knowledge of their common teamwork skills. Improved teamwork skills were described in relation to a more systematic interprofessional information exchange, consciousness of leadership-balancing activities and resources, the use of situational monitoring tools and a shared understanding of accountability and transparency. CONCLUSIONS This study suggests that the team training programme provides healthcare professionals with a set of tools and terminology that promotes a common understanding of teamwork, hence affecting behaviour and communication in their daily clinical practice at the surgical ward. TRIAL REGISTRATION NUMBER ISRCTN13997367.
Collapse
Affiliation(s)
- Randi Ballangrud
- Department of Health Science Gjøvik, Norwegian University of Science and Technology, Gjøvik, Norway
| | - Karina Aase
- Center for Resilience in Healthcare (SHARE), University of Stavanger, Stavanger, Norway
| | - Anne Vifladt
- Department of Health Science Gjøvik, Norwegian University of Science and Technology, Gjøvik, Norway
| |
Collapse
|
26
|
Singh V, Samuel MA, Wassermann J. Pharmacy educators' views on graduate attributes and case-based learning in an undergraduate degree. Curr Pharm Teach Learn 2020; 12:893-900. [PMID: 32540053 DOI: 10.1016/j.cptl.2020.02.013] [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] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/12/2019] [Revised: 01/17/2020] [Accepted: 02/26/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND AND PURPOSE The nature, form, and process of activating graduate attributes is an expanding research focus within the field of professional education. The focus on graduate capabilities has led to higher education institutions interrogating current curricula practices with a view to exploring innovative ways to transform curricula and pedagogy. This article explores pharmacy educators' views on which graduate attributes are important and investigates the role of case-based learning (CBL) in developing graduate attributes in a single university program. EDUCATIONAL ACTIVITY AND SETTING This qualitative study is based on data drawn from reflective interviews with pharmacy educators on graduate attributes and from document analysis. Data were analyzed against a framework of graduate attributes and grouped into three domains encompassing knowledge and action as well as construction of graduates' identities as members of a profession. FINDINGS The graduate attributes identified by pharmacy educators resonated with the extant literature, organizational policy documents, and the professional council's accreditation framework. The domains of knowledge (Domain 1) and possessing and displaying (Domain 2) are sufficiently addressed in the curriculum. However, engagement with identity construction and roles and responsibilities (Domain 3) appears to be relatively less-developed through CBL. SUMMARY While CBL in its current form exhibits limitations with regard to developing Domain 3, it has the potential to develop this through emotionally rich cases, role models, and greater integration of CBL and inter-professional education (IPE) as well as making graduate attributes more explicit within the curriculum.
Collapse
Affiliation(s)
- Vanessa Singh
- Centre for Academic Success in Science and Engineering (CASSE), University of KwaZulu-Natal (Westville Campus), Private Bag X54001, Durban 4000, South Africa.
| | - Michael A Samuel
- School of Education, University of KwaZulu-Natal (Edgewood Campus), Private Bag X54001, Durban 4000, South Africa
| | - Johan Wassermann
- Head of Department of Humanities, Faculty of Education, Groenkloof Campus, University of Pretoria, Private Bag X20, Hatfield 0028, South Africa
| |
Collapse
|
27
|
Sheehan AH, Sprunger TL, Viswesh V, Gettig JP, Boyle J. The Current Landscape of College-Sponsored Postgraduate Teaching and Learning Curriculum Programs. Am J Pharm Educ 2020; 84:ajpe7803. [PMID: 32773833 PMCID: PMC7405296 DOI: 10.5688/ajpe7803] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [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: 08/08/2019] [Accepted: 10/18/2019] [Indexed: 06/11/2023]
Abstract
Objective. To describe the landscape of teaching and learning curriculum (TLC) programs sponsored by US schools and colleges of pharmacy and evaluate their adoption of best practice recommendations. Methods. A 28-item electronic survey instrument was developed based on best practice recommendations published by the American Association of Colleges of Pharmacy (AACP), American Society of Health-System Pharmacists (ASHP), and American College of Clinical Pharmacy (ACCP) for the conduct of TLC programs. The survey instrument was electronically distributed to 137 accredited colleges and schools of pharmacy in the United States. Results. Eighty-eight institutions responded, resulting in a response rate of 64%. Sixty-one TLC programs were included in the final analysis. Seventy-five percent of TLC programs reported using best practice recommendations; however, 10% of respondents indicated they were not aware of the published recommendations. Inconsistencies among programs were noted in required teaching experiences, participant evaluation, and ongoing programmatic assessment. Conclusion. Most institutions offering TLC programs are aware of published best practice guidelines and have adopted a majority of the published best practices. However, considerable variability exists across the country. Development of a formal external validation process for TLC programs is necessary to ensure consistent quality.
Collapse
Affiliation(s)
| | - Tracy L. Sprunger
- Butler College of Pharmacy and Health Sciences, Indianapolis, Indiana
| | | | - Jacob P. Gettig
- Midwestern University Chicago College of Pharmacy, Downers Grove, Illinois
| | - Jaclyn Boyle
- Northeast Ohio Medical University, Rootstown, Ohio
| |
Collapse
|
28
|
Richards C, Thomas-Purcell KB, Vemulapalli KC, Primus-Joseph M, McBurnie-James A, Standifer M, Ashing K. Woman to Woman: Implementation of a Cervical Cancer Education Training Program for Grenadian Lay Health Advisors. J Cancer Educ 2020; 35:557-562. [PMID: 30788676 DOI: 10.1007/s13187-019-01495-5] [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] [Indexed: 06/09/2023]
Abstract
The reduction in cervical cancer (CC) in developed countries, due mainly to Pap testing, has not filtered down to Caribbean countries including Grenada despite accessible screening. This is attributed to a lack of knowledge and low screening. Researchers in low resource settings successfully trained lay health advisors (LHAs), using theory-based, culturally relevant interventions to reverse this trend. The use of LHAs in Grenada was not documented in the literature; therefore, the purpose of this study was to implement and evaluate a culturally relevant curriculum in an effort to educate Grenadian LHAs on CC. Using convenience sampling, 8 Grenadian women were recruited from the parishes with the highest rates of CC. They participated in Woman to Woman (W2W), a 2-day CC, and human papilloma virus (HPV) prevention education program facilitated by local content experts. W2W was adapted from an evidence-based curriculum and tailored for the Grenadian context. Training consisted of modules on CC and HPV. Knowledge of LHAs was measured pre- and post-intervention. Summative evaluation was assessed using a focus group discussion. There was a significant increase in CC knowledge among LHA post-training (p < 0.05) and LHAs had positive opinions about the intervention. They had an enhanced sense of self-efficacy and valued feeling part of a team. The W2W results indicated that an evidence-based and culturally tailored educational intervention has the potential for significant gains in CC and HPV knowledge. Future research will evaluate the LHA-led CC and HPV educational intervention in the community setting.
Collapse
Affiliation(s)
- C Richards
- Department of Public Health and Preventive Medicine, School of Medicine, St. George's University, St. George's, Grenada
| | - K B Thomas-Purcell
- College of Health Care Sciences, Department of Health Science, Nova Southeastern University, Fort Lauderdale, FL, USA.
| | - K C Vemulapalli
- Department of Public Health and Preventive Medicine, School of Medicine, St. George's University, St. George's, Grenada
| | - M Primus-Joseph
- Turks and Caicos Islands Community College, Cockburn, Grand Turk, Turks and Caicos Islands
| | - A McBurnie-James
- Ministry of Health St. George's Grenada General Hospital, St. George's, Grenada
| | - M Standifer
- Rehabilitation Outcomes Research Section, James A. Haley VA Hospital, Tampa, FL, USA
| | - K Ashing
- Center of Community Alliance for Research & Education, Division of Health Equity, City of Hope Medical Center, Duarte, CA, USA
| |
Collapse
|
29
|
Biddle MA, Hoover RM. Teaching motivational interviewing in a blended learning environment. Curr Pharm Teach Learn 2020; 12:728-734. [PMID: 32482277 DOI: 10.1016/j.cptl.2020.01.027] [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] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/06/2019] [Revised: 12/06/2019] [Accepted: 01/30/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND AND PURPOSE To describe the implementation of blended learning in teaching motivational interviewing (MI) to third-year pharmacy students and evaluate changes in MI knowledge by assessing students' abilities to recognize and formulate responses using MI skills after the training and, for a subset of students, one year later. EDUCATIONAL ACTIVITY AND SETTING The comMIt e-learning program was integrated into a third-year pharmacy communication course. Skills learned in the program were applied and assessed using e-learning quizzes, three in-class practice sessions and a 5-minute final assessment video. In addition, students completed a 22-item pre- and post-survey addressing their abilities to recognize and formulate statements using MI skills. This survey was voluntarily completed again one year later. FINDINGS Sixty students completed the training and showed a statistically significant improvement between the pre- and post-surveys. Twenty-seven students voluntarily responded to the survey one year later. While overall performance dropped between the post-survey and the one-year follow-up, students sustained their ability to formulate appropriate MI responses to the open-response questions. SUMMARY This study demonstrates that students can successfully learn and retain MI skills using blended learning via the comMIt e-learning program and in-class practice activities.
Collapse
Affiliation(s)
- Michael A Biddle
- Idaho State University, Department of Pharmacy Practice and Administrative Sciences, 1311 East Central Drive, Meridian, ID 83642, United States.
| | - Rebecca M Hoover
- Idaho State University, Department of Pharmacy Practice and Administrative Sciences, 921 S 8th Ave, Pocatello, ID 83209, United States.
| |
Collapse
|
30
|
Fernandes R, You P, Reichhardt M, Wang C, Langston D, Nguyen L. Building Capacity for Caregiver Education in Yap, Micronesia. Hawaii J Health Soc Welf 2020; 79:78-81. [PMID: 32596683 PMCID: PMC7311946] [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
The US Affiliated Pacific Islands have an urgent need for family caregiver education to prevent caregiver burnout and strengthen the existing culture where seniors are cared for at home by their families. The Pacific Islands Geriatric Education Center conducted a 32-hour family caregiver train-thetrainer workshop in partnership with the Yap Department of Health Services and the Yap Area Health Education Center (AHEC) from October 16 - 20, 2017. Twenty-seven participants including community health workers, peer educators, health assistants, nurses, and physicians were trained as instructors. Confidence in caregiving increased following the training and feedback was extremely positive. Competence in geriatric syndromes was improved after attending the workshop (P < .001). Lessons from the field revealed an immense value of adding home visits to the training practicum as well as the need to translate caregiving handouts into the outer island languages. Yap AHEC is committed to offering this course as part of caregiver education at the hospital and in the community.
Collapse
Affiliation(s)
- Ritabelle Fernandes
- Correspondence to: Ritabelle Fernandes MD, MPH; Department of Geriatric Medicine, University of Hawai‘i; E-mail:
| | - Pius You
- Yap Area Health Education Center (AHEC), Yap, Federated States of Micronesia (PY)
| | - Martina Reichhardt
- Yap State Department of Health Services, Yap, Federated States of Micronesia (MR)
| | - Christina Wang
- Hawai‘i Health & Harm Reduction Center, Honolulu, HI (CW)
| | - Daniel Langston
- University of California San Francisco, San Francisco, CA (DL)
| | - Lam Nguyen
- Pain and Palliative Care, The Queen's Medical Center, Honolulu, HI (LN)
| |
Collapse
|
31
|
Rockarts J, Brewer-Deluce D, Shali A, Mohialdin V, Wainman B. National Survey on Canadian Undergraduate Medical Programs: The Decline of the Anatomical Sciences in Canadian Medical Education. Anat Sci Educ 2020; 13:381-389. [PMID: 32174032 DOI: 10.1002/ase.1960] [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] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/10/2019] [Revised: 02/21/2020] [Accepted: 03/11/2020] [Indexed: 06/10/2023]
Abstract
The anatomical sciences have always been regarded as an essential component of medical education. In Canada, the methodology and time dedicated to anatomy teaching are currently unknown. Two surveys were administered to course directors and discipline leaders to gain a comprehensive view of anatomical education in Canadian medical schools. Participants were queried about contact hours (classroom and laboratory), content delivery and assessment methods for gross anatomy, histology, and embryology. Twelve schools responded to both surveys, for an overall response rate of 64%. Overall, Canadian medical students spend 92.8 (± 45.4) hours (mean ± SD) studying gross anatomy, 25.2 (± 21.0) hours for histology, and 7.4 (± 4.3) hours for embryology. Gross anatomy contact hours statistically significantly exceeded those for histology and embryology. Results show that most content is delivered in the first year of medical school, as anatomy is a foundational building block for upper-year courses. Laboratory contact time for gross anatomy was 56.8 (± 30.7) hours, histology was 11.4 (± 16.2) hours, and embryology was 0.25 (± 0.6) hours. Additionally, 42% of programs predominantly used instructor/technician-made prosections, another 33% used a mix of dissection and prosections and 25% have their students complete cadaveric dissections. Teaching is either completely or partially integrated into all Canadian medical curricula. This integration trend in Canada parallels those of other medical schools around the world where programs have begun to decrease contact time in anatomy and increase integration of the anatomical sciences into other courses. Compared to published American data, Canadian schools offer less contact time. The reason for this gap is unknown. Further investigation is required to determine if the amount of anatomical science education within medical school affects students' performance in clerkship, residency and beyond.
Collapse
Affiliation(s)
- Jasmine Rockarts
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Danielle Brewer-Deluce
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Ari Shali
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
- Department of Pathology and Molecular Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Vian Mohialdin
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
- Department of Pathology and Molecular Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Bruce Wainman
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
- Department of Pathology and Molecular Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| |
Collapse
|
32
|
Pan SQ, Chan LK, Yan Y, Yang X. Survey of Gross Anatomy Education in China: The Past and the Present. Anat Sci Educ 2020; 13:390-400. [PMID: 32107879 DOI: 10.1002/ase.1952] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [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: 06/19/2019] [Revised: 02/21/2020] [Accepted: 02/22/2020] [Indexed: 05/24/2023]
Abstract
Medical education in mainland China has undergone massive expansion and reforms in the past decades. A nation-wide survey of the five-year clinical medicine programs aimed to examine the course hours, pedagogies, learning resources and teaching staff of anatomy both at present and over the past three decades (1990-1999, 2000-2009, and 2010-2018). The directors or senior teachers from 90 out of the 130 five-year clinical medicine programs were invited to fill out a factual questionnaire by email. Ultimately, sixty-five completed questionnaires were received from 65 different schools. It was found that the total number of gross anatomy course hours has decreased by 11% in the past 30 years and that systematic and regional anatomy have been increasingly taught separately among the surveyed medical schools. Problem-based learning has been adopted in thirty-five (54%) of the surveyed schools, and team-based learning is used in ten (15%) of the surveyed schools. The surveyed schools reported receiving more donated cadavers in recent years, with the average number increasing from 20.67 ± 20.29 in 2000-2009 to 36.10 ± 47.26 in 2010-2018. However, this has not resulted in a decrease in the number of students who needed to share one cadaver (11.85 ± 5.03 in 1990-1999 to 14.22 ± 5.0 in 2010-2018). A decreasing trend regarding the teacher-student ratio (1:25.5 in 2000-2009 to 1:33.2 in 2010-2018) was also reported. The survey demonstrated the historical changes in gross anatomy education in China over the past thirty years.
Collapse
MESH Headings
- Anatomy/education
- Anatomy/statistics & numerical data
- Anatomy/trends
- Cadaver
- China
- Curriculum/statistics & numerical data
- Curriculum/trends
- Dissection/statistics & numerical data
- Dissection/trends
- Education, Medical, Undergraduate/history
- Education, Medical, Undergraduate/statistics & numerical data
- Education, Medical, Undergraduate/trends
- Faculty/statistics & numerical data
- History, 20th Century
- History, 21st Century
- Humans
- Problem-Based Learning/statistics & numerical data
- Schools, Medical/history
- Schools, Medical/statistics & numerical data
- Schools, Medical/trends
- Students, Medical/statistics & numerical data
- Surveys and Questionnaires/statistics & numerical data
- Teaching/history
- Teaching/statistics & numerical data
- Teaching/trends
- Time Factors
Collapse
Affiliation(s)
- San-Qiang Pan
- Division of Anatomy, School of Medicine, Jinan University, Guangzhou, People's Republic of China
| | - Lap Ki Chan
- Department of Biomedical Sciences, Macau University of Science and Technology, Macao Special Administrative Region, People's Republic of China
| | - Yu Yan
- Division of Pathology and Pathophysiology, School of Medicine, Jinan University, Guangzhou, People's Republic of China
| | - Xuesong Yang
- Division of Histology and Embryology, School of Medicine, Jinan University, Guangzhou, People's Republic of China
| |
Collapse
|
33
|
Behrend R, Czeskleba A, Rollinger T, Petzold M, Roa Romero Y, Raspe R, Maaz A, Peters H. Medical students' ratings of the relevance and actual implementation of interprofessional education and preferences for teaching formats: comparison by gender and prior education. GMS J Med Educ 2020; 37:Doc13. [PMID: 32328515 PMCID: PMC7171353 DOI: 10.3205/zma001306] [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] [Figures] [Subscribe] [Scholar Register] [Received: 01/30/2019] [Revised: 07/31/2019] [Accepted: 08/12/2019] [Indexed: 06/11/2023]
Abstract
Objectives: Interprofessional education is becoming increasingly important for collaboration in patient care. In the national context, there are few empirical studies on the assessment of medical students as important stakeholders in their education. Method: Students (N=2,974) participated in a semester-wide online evaluation of the modular curriculum of medicine at the Charité Berlin. Socio-demographic data (including gender, completion of prior education/studies), assessments of the relevance and extent of interprofessional collaboration and preferences for interprofessional education in various teaching formats were collected. Results: In total, data from 1,019 students were included in the evaluation. The relevance of interprofessional collaboration was considered high by medical students. Female students rated the relevance higher than male students. The completion of pre-education (vocational training or study) had no additional influence. The actual implementation of interprofessional education was rated equally low by female and male students. Medical students rated patient-centred, interactive small group formats as particularly suitable for interprofessional education. There were no gender differences, but the effect was more pronounced among students with vocational training. Conclusion: The assessments of female and male students show a large difference between the perceived relevance and the actual implementation of interprofessional collaboration in the modular curriculum of medicine. This study provides an empirical basis for the actual implementation of interprofessional collaboration and students' views on suitable teaching formats for interprofessional education.
Collapse
Affiliation(s)
- Ronja Behrend
- Charité – Universitätsmedizin Berlin, Prodekanat für Studium und Lehre, Dieter Scheffner Fachzentrum für medizinische Hochschullehre und Ausbildungsforschung, Berlin, Germany
| | - Anja Czeskleba
- Charité – Universitätsmedizin Berlin, Prodekanat für Studium und Lehre, Dieter Scheffner Fachzentrum für medizinische Hochschullehre und Ausbildungsforschung, Berlin, Germany
| | - Torsten Rollinger
- Charité – Universitätsmedizin Berlin, Prodekanat für Studium und Lehre, Dieter Scheffner Fachzentrum für medizinische Hochschullehre und Ausbildungsforschung, Berlin, Germany
| | - Mandy Petzold
- Charité – Universitätsmedizin Berlin, Prodekanat für Studium und Lehre, Arbeitsbereich Qualitätssicherung, Berlin, Germany
| | - Yadira Roa Romero
- Charité – Universitätsmedizin Berlin, Prodekanat für Studium und Lehre, Arbeitsbereich Qualitätssicherung, Berlin, Germany
| | - Raphael Raspe
- Charité – Universitätsmedizin Berlin, Fachschaftsinitiative Medizin, Berlin, Germany
| | - Asja Maaz
- Charité – Universitätsmedizin Berlin, Prodekanat für Studium und Lehre, Team Projektsteuerung B.A. Pflege, Berlin, Germany
| | - Harm Peters
- Charité – Universitätsmedizin Berlin, Prodekanat für Studium und Lehre, Dieter Scheffner Fachzentrum für medizinische Hochschullehre und Ausbildungsforschung, Berlin, Germany
| |
Collapse
|
34
|
Krampe F, Peters S, Straub C, Bode S. Protecting children across borders - child protection in an international context (Germany/Switzerland) as an interprofessional teaching unit. GMS J Med Educ 2020; 37:Doc4. [PMID: 32270018 PMCID: PMC7105767 DOI: 10.3205/zma001297] [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] [Subscribe] [Scholar Register] [Received: 04/25/2019] [Revised: 11/26/2019] [Accepted: 12/12/2019] [Indexed: 05/25/2023]
Abstract
Introduction: Interprofessional collaboration (IPC) in everyday clinical practice is a prerequisite for good patient care but currently this is not sufficiently anchored in the education of health care professionals. Project description: A course on child protection in the interprofessional and international domain was established at the Medical School, University of Freiburg. In this course, students of medicine, nursing science and social work acquire skills for successful interprofessional cooperation. Its participants learn across professional and national borders, not only with but also from and about each other. In this way, they deepen their insights into international IPC through a key topic that is relevant to many disciplines. The course is run as a one-day campus day. This paper presents the course setup and evaluation results. Methods: The evaluation was carried out online and in writing in a before and after format using the Freiburg Questionnaire for Interprofessional Learning Evaluation (FILE) in addition to oral feedback. Learning objectives for IPC and child protection were formulated and the participants were asked about their subjective achievements. Results: From summer semester (SuSe) 2017 to SuSe 2018, 39 participants took part in the course. It was rated as m=1.5 (using German school grades where 1=very good, 6=unsatisfactory). In 18 of the 26 FILE items, participants report a self-assessed increase in knowledge or skills/abilities. This growth in learning coincides with the learning objectives set. Discussion & conclusion: From the perspective of the participants, the course teaches interprofessional competencies in an international setting and is seen as an informative course offer. The continuation or expansion of such courses as a supplement to purely single-country interprofessional courses is desirable.
Collapse
Affiliation(s)
- Franziska Krampe
- University of Freiburg, Center for Pediatrics, Department of general pediatrics, adolescent medicine, and neonatology, Medical Center, Freiburg im Breisgau, Germany
| | - Stephanie Peters
- University of Freiburg, Center for Pediatrics, Department of general pediatrics, adolescent medicine, and neonatology, Medical Center, Freiburg im Breisgau, Germany
| | - Christine Straub
- University of Freiburg, Center for Pediatrics, Department of general pediatrics, adolescent medicine, and neonatology, Medical Center, Freiburg im Breisgau, Germany
| | - Sebastian Bode
- University of Freiburg, Center for Pediatrics, Department of general pediatrics, adolescent medicine, and neonatology, Medical Center, Freiburg im Breisgau, Germany
| |
Collapse
|
35
|
McGee EU, Pius M, Mukherjee K. Assessment of structured classroom debate to teach an antimicrobial stewardship elective course. Curr Pharm Teach Learn 2020; 12:220-227. [PMID: 32147165 DOI: 10.1016/j.cptl.2019.11.016] [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] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/17/2018] [Revised: 08/01/2019] [Accepted: 11/09/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND AND PURPOSE The main aim of this study was to evaluate the effect of a structured classroom debate format on teaching antimicrobial stewardship. EDUCATIONAL ACTIVITY AND SETTING An active learning approach using a debate format was implemented to engage students in infectious diseases concepts to further develop critical thinking skills. This was a one-group, pre- and posttest design conducted in third year pharmacy students enrolled at the Philadelphia College of Osteopathic Medicine School of Pharmacy Georgia campus. A ten-item assessment survey was used prior to and after the course to evaluate student knowledge. Student perception of skill development was assessed by a survey using a five-point Likert scale. The skills assessed included critical thinking, communication, public speaking, research/drug information, and teamwork. FINDINGS Thirty-three students participated in the six debates over the course of the semester. There was a statistically significant increase in post-knowledge assessment mean score (75%) compared to pre-knowledge assessment mean score (45%). The post-course survey showed improved confidence in perception of skills in all of the areas assessed. SUMMARY The structured classroom debate format has a positive association with increasing students' knowledge level and perception of skills assessed.
Collapse
Affiliation(s)
- Edoabasi U McGee
- Department of Pharmacy Practice, Philadelphia College of Osteopathic Medicine, Suwanee, GA 30024, United States.
| | - Mayowa Pius
- School of Pharmacy, Philadelphia College of Osteopathic Medicine, Suwanee, GA 30024, United States.
| | - Kumar Mukherjee
- School of Pharmacy, Philadelphia College of Osteopathic Medicine, Suwanee, GA 30024, United States.
| |
Collapse
|
36
|
Paul CR, Vercio C, Tenney-Soeiro R, Peltier C, Ryan MS, Van Opstal ER, Alerte A, Christy C, Kantor JL, Mills WA, Patterson PB, Petershack J, Wai A, Beck Dallaghan GL. The Decline in Community Preceptor Teaching Activity: Exploring the Perspectives of Pediatricians Who No Longer Teach Medical Students. Acad Med 2020; 95:301-309. [PMID: 31425181 DOI: 10.1097/acm.0000000000002947] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [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
PURPOSE Difficulty in recruiting and retaining community preceptors for medical student education has been described in the literature. Yet little, if any, information is known about community outpatient preceptors who have stopped or decreased teaching time with students. This study aimed to examine these preceptors' perspectives about this phenomenon. METHOD Using a phenomenology framework, this multi-institutional qualitative study used semistructured interviews with community pediatric preceptors who had stopped or reduced teaching time with medical students. Interviews were conducted between October 2017 and January 2018 and transcribed verbatim. Interviews explored factors for engaging in teaching, or decreasing or ceasing teaching, that would enable future teaching. An initial code book was developed and refined as data were analyzed to generate themes. RESULTS Twenty-seven community pediatricians affiliated with 10 institutions participated. Thirty-seven codes resulted in 4 organizing themes: evolution of health care, personal barriers, educational system, and ideal situations to recruit and retain preceptors, each with subthemes. CONCLUSIONS From the viewpoints of physicians who had decreased or stopped teaching students, this study more deeply explores previously described reasons contributing to the decline of community preceptors, adds newly described barriers, and offers strategies to help counter this phenomenon based on preceptors' perceptions. These findings appear to be manifestations of deeper issues including the professional identify of clinical educators. Understanding the barriers and strategies and how they relate to preceptors themselves should better inform education leaders to more effectively halt the decline of community precepting and enhance the clinical precepting environment for medical students.
Collapse
Affiliation(s)
- Caroline R Paul
- C.R. Paul is associate professor of pediatrics, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin. C. Vercio is assistant professor of pediatrics, Loma Linda University School of Medicine, Loma Linda, California. R. Tenney-Soeiro is associate professor of clinical pediatrics, University of Pennsylvania Perelman School of Medicine, Philadelphia, Pennsylvania. C. Peltier is associate professor of clinical pediatrics, University of Cincinnati College of Medicine, Cincinnati, Ohio. M.S. Ryan is associate professor of pediatrics and assistant dean for clinical medical education, Virginia Commonwealth University School of Medicine, Richmond, Virginia. E.R. Van Opstal is assistant professor of pediatrics and internal medicine, Rush Medical College, Chicago, Illinois. A. Alerte is professor of pediatrics, University of Connecticut Health Center, Hartford, Connecticut. C. Christy is professor of pediatrics, University of Rochester School of Medicine and Dentistry, Rochester, New York. J.L. Kantor is associate clerkship director, International University College of Medicine, Miami, Florida. W.A. Mills Jr is associate professor of pediatrics, University of North Carolina School of Medicine, Chapel Hill, North Carolina. P.B. Patterson is assistant professor of pediatrics, Tufts University School of Medicine, Boston, Massachusetts, and Maine Medical Center, Portland, Maine. J. Petershack is professor of pediatrics, The Long School of Medicine at UT Health San Antonio, San Antonio, Texas. A. Wai is assistant professor of pediatrics and internal medicine, Loma Linda University School of Medicine, Loma Linda, California. G.L. Beck Dallaghan is director of educational scholarship, University of North Carolina School of Medicine, Chapel Hill, North Carolina; ORCID: https://orcid.org/0000-0002-8539-6969
| | | | | | | | | | | | | | | | | | | | | | | | | | | |
Collapse
|
37
|
Al-Hammouri MM, Rababah JA, Rowland ML, Tetreault AS, Aldalaykeh M. Does a novel teaching approach work? A Students' perspective. Nurse Educ Today 2020; 85:104229. [PMID: 31738975 DOI: 10.1016/j.nedt.2019.104229] [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] [Subscribe] [Scholar Register] [Received: 03/05/2019] [Revised: 08/18/2019] [Accepted: 09/22/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND There is always a call for educational reform and further research to improve educational programs. The continuous development of new educational approaches is a work in progress. Educational strategies like team-based learning, flipped classroom, and lottery-based token economy, were used to develop a novel teaching approach. AIM This study had two major goals. The first goal was to introduce a novel teaching approach in professional healthcare academies. The second goal was to get an in-depth understanding, from the students' perspective, about the benefits and limitations of this new teaching approach. METHOD The study was conducted using a qualitative, phenomenological research design. Third and fourth-year nursing students completed reflective journals to describe their personal experience with the new teaching approach at the end of the semester. The students' responses were analyzed and coded using Kember's four-category coding schema for reflective writing, to extract themes using thematic analysis. FINDINGS Seventy-five students completed and returned their reflective journals. The analysis showed various challenges and facilitators/benefits of the students' experiences. The themes that emerged from the analysis were: lack of exposure vs. a sense of achievement; lack of teamwork skills vs. role fulfillment; working with new people vs. conflict resolution; variation vs. collaboration/creativity; time management vs. constructive competition; wasting resources vs. flexibility, and proactivity/active engagement. These themes summarized why the new teaching approach worked and what barriers students faced with the new assembly. CONCLUSION Results from the current study demonstrated the great potential of the new teaching approach. Recommendations for future research were also discussed.
Collapse
Affiliation(s)
- Mohammed Munther Al-Hammouri
- Community and Mental Health Department, Faculty of Nursing, Jordan University of Science and Technology, P.O.Box 3030, Irbid 22110, Jordan.
| | - Jehad A Rababah
- Adult Health Nursing Department, Faculty of Nursing, Jordan University of Science and Technology, P.O.Box 3030, Irbid 22110, Jordan.
| | - Michael L Rowland
- College of Medicine, University of Kentucky, Office of Faculty Affairs, Suite MN 140A, 800 Rose Street, Lexington, KY 40536, United States of America.
| | - Allison Serra Tetreault
- Department of Applied Behavioral Science, 4009 Dole Human Development Center, University of Kansas, 1000 Sunnyside Avenue, Lawrence, KS 66045, United States of America.
| | - Mohammed Aldalaykeh
- Community and Mental Health Department, Faculty of Nursing, Jordan University of Science and Technology, P.O.Box 3030, Irbid 22110, Jordan.
| |
Collapse
|
38
|
Gupta V, Viswesh V, Cone C, Unni E. Qualitative Analysis of the Impact of Changes to the Student Evaluation of Teaching Process. Am J Pharm Educ 2020; 84:7110. [PMID: 32292184 PMCID: PMC7055417 DOI: 10.5688/ajpe7110] [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] [Subscribe] [Scholar Register] [Received: 04/13/2018] [Accepted: 06/17/2018] [Indexed: 06/11/2023]
Abstract
Objective. To determine how changes to the student evaluation of teaching (SET) survey instrument and process at a college of pharmacy contributed to improved student response rates and to understand how the process could be further refined. Methods. Pharmacy students from the class of 2018 who had participated in both the old and new SET process were recruited to participate in one of four focus group interviews. An inductive approach was used for data collection and analysis. A focus group guide was created based on two major domains: comparing changes between the old and new SET process and survey form, and determining how the new SET process could be further refined. Results. In South Jordan, UT, six students participated in one of the focus groups and seven students participated in the other focus group. In Henderson, NV, seven students participated in each of the two focus groups. Twenty-seven total students participated in the four focus groups across two campuses. Students stated that reducing the number of questions on each SET survey instrument and using a 5-point rather than a 10-point Likert scale were positive changes. The changes also motivated them to complete the surveys, which improved overall response rates. Although students reported that the monetary incentive (contributions toward the cost of the class banquet) that had been added to the new SET process was a strong motivator, the incentive itself would have likely been insufficient without the other changes. Several participants stated that receiving feedback from faculty members on changes made to teaching materials based upon previous student evaluations was also an important motivator for students to continue completing the surveys. Conclusion. Students identified several motivators for SET participation. Improving the process for survey completion is essential to improve response rates to more accurately represent the feedback of the entire student body. Additionally, the evaluation process must ensure that the data gathered are robust, accurate, and insightful, to be of good use of student and faculty time.
Collapse
Affiliation(s)
- Vasudha Gupta
- Roseman University College of Pharmacy, Henderson, Nevada
| | | | - Catherine Cone
- Roseman University College of Pharmacy, South Jordan, Utah
| | - Elizabeth Unni
- Roseman University College of Pharmacy, South Jordan, Utah
| |
Collapse
|
39
|
Thrien C, Fabry G, Härtl A, Kiessling C, Graupe T, Preusche I, Pruskil S, Schnabel KP, Sennekamp M, Rüttermann S, Wünsch A. Feedback in medical education - a workshop report with practical examples and recommendations. GMS J Med Educ 2020; 37:Doc46. [PMID: 33659624 PMCID: PMC7499466 DOI: 10.3205/zma001339] [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] [Received: 11/06/2019] [Revised: 04/09/2020] [Accepted: 06/30/2020] [Indexed: 05/03/2023]
Abstract
Background: As a teaching method, feedback is an integral part of medical education. However, there is a lack of a uniform theoretical basis or generally recognized guidelines for its specific design. Against this background, the aim of this article is to discuss conceptual considerations and empirical findings regarding feedback using various practical examples. Procedure and conceptual considerations: Building on the results of a workshop of the Committee for Communicative and Social Competences of the Society for Medical Education (GMA), this article first explains central conceptual considerations and empirical results on the topic of feedback. A particular focus is on various variables that influence the effect of feedback. This includes the feedback source, the frequency of feedback, starting points of feedback, the connection between feedback and reflection as well as the motivation and meta-cognitive skills of the feedback recipient. Practical examples: The implementation of feedback in practice is illustrated using eight examples from the field of medical and dental education. They stem from various settings and the focus is on formative oral feedback. It will become evident that the focus is more on the givers of feedback than the recipients of feedback. Instructions for recipients of feedback on how to reflect on it is still the exception. Discussion: Many of the relevant aspects for the effect of feedback described in the literature are already taken into account in the practical examples discussed. In conclusion, seven recommendations are made for implementing feedback in practice.
Collapse
Affiliation(s)
- Christian Thrien
- University of Cologne, Cologne Interprofessional Skills Lab and Simulation Center, Cologne, Germany
- *To whom correspondence should be addressed: Christian Thrien, University of Cologne, Cologne Interprofessional Skills Lab and Simulation Center, Josef-Stelzmann-Str. 9a, D-50924 Cologne, Germany, Phone: +49 (0)221/478-96936, Fax: +49 (0)221/478-86521, E-mail:
| | - Götz Fabry
- Albert Ludwig University of Freiburg, Abt. für Med. Psychologie und Med. Soziologie, Freiburg im Breisgau, Germany
| | - Anja Härtl
- University of Augsburg, Medical Faculty, Chair for Medical Didactics and Education Research, Augsburg, Germany
- LMU Munich Hospital, Institute for Medical Didactics and Education, Munich, Germany
| | - Claudia Kiessling
- Witten/Herdecke University, Faculty of Health, Lehrstuhl für die Ausbildung personaler und interpersonaler Kompetenzen im Gesundheitswesen, Witten, Germany
| | - Tanja Graupe
- LMU Munich Hospital, Institute for Medical Didactics and Education, Munich, Germany
| | - Ingrid Preusche
- University of Veterinary Medicine Vienna, Assessment and Quality Assurance, Vienna, Austria
| | - Susanne Pruskil
- University Medical Center Hamburg-Eppendorf, Department of General Practice and Primary Care, Center for Psychosocial Medicine, Hamburg, Germany
| | - Kai P. Schnabel
- University of Bern, Institute for Medical Education, Department for Education and Media, Bern, Switzerland
| | - Monika Sennekamp
- University Hospital Frankfurt, Institute of General Practice, Frankfurt, Germany
| | - Stefan Rüttermann
- Goethe University Frankfurt, Carolinum Dental University Institute gGmbH, Poliklinik für Zahnerhaltung, Frankfurt/Main, Germany
| | - Alexander Wünsch
- Technical University Munich, TUM Medical Education Center TUM MEC, Munich, Germany
- Cancer Center Freiburg - CCCF, Psycho-social Cancer Counselling in cooperation with the University Hospital Freiburg, Clinic for Psychosomatic Medicine and Psychotherapy, Freiburg, Germany
- University of Freiburg, Faculty of Medicine, Freiburg, Germany
| |
Collapse
|
40
|
Pavitt S, Bogetz A, Blankenburg R. What Makes the "Perfect" Inpatient Consultation? A Qualitative Analysis of Resident and Fellow Perspectives. Acad Med 2020; 95:104-110. [PMID: 31299036 DOI: 10.1097/acm.0000000000002867] [Citation(s) in RCA: 9] [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: 06/10/2023]
Abstract
PURPOSE To characterize the methods of inpatient consult communication, given new communication modalities; to explore residents' and fellows' perspectives on the ideal consult and how this consult could affect their teaching, learning, and patient safety; and to identify barriers to and strategies for optimizing consultations. METHOD Using qualitative grounded theory, the authors conducted semistructured focus groups with pediatric residents and fellows at Lucile Packard Children's Hospital at Stanford University from October 2016 to September 2017, using questions developed by expert consensus to address study objectives. Sessions were audiorecorded and transcribed verbatim. Two authors independently coded the transcripts and reconciled codes to develop categories and themes using constant comparison. The third author validated the codes, categories, and themes. To ensure trustworthiness, participants edited the themes for accuracy. RESULTS Twenty-seven residents and 16 fellows participated in 7 focus groups (3 with residents, 4 with fellows). Four themes emerged: (1) Many forms of communication are successfully used for initial inpatient consult recommendations (in person, phone, text messages, notes in electronic medical records); (2) residents and fellows prefer in-person communication for consults, believing it leads to improved teaching, learning, and patient safety; (3) multiple strategies can optimize consults regardless of communication modality; and (4) how residents frame the initial consult affects the interaction and can increase fellow engagement, which leads to more fellow teaching, residents' improved understanding, and better patient care. CONCLUSIONS Residents and fellows believe that structured initial consults conducted in person improve teaching, learning, and patient care. Several strategies exist to optimize this process.
Collapse
Affiliation(s)
- Sara Pavitt
- S. Pavitt is a child neurology resident, Department of Neurology, Stanford School of Medicine, Palo Alto, California. A. Bogetz is associate program director of the pediatric residency program, Department of Pediatrics, Stanford School of Medicine, Palo Alto, California. R. Blankenburg is program director and associate chair of education, Department of Pediatrics, Stanford School of Medicine, Palo Alto, California
| | | | | |
Collapse
|
41
|
Goldman RJ. Implementing a Wearable Sensor for Lymphedema Garments: A Prospective Study of Training Effectiveness. Wound Manag Prev 2020; 66:39-48. [PMID: 32459660] [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 Lymphedema garments apply therapeutic pressure to maintain minimum leg volume. Practitioners and patients apply these garments and seek to achieve appropriate compression pressure "by feel." PURPOSE A study was conducted to assess the feasibility of applying a sensor-feedback device to train staff to accurately apply garments. METHODS A convenience sample of wound care and rehabilitation staff volunteered for a prospective, randomized, unblinded, single-center pilot study. Participants were randomized to instruction+feedback (ie, receiving training on compression application and using the device to determine whether they achieved desired pressure) or instruction only groups (n = 6 each). Each volunteer applied hook-and-loop closures on the author's leg pre- and post-training with a target of 35 mm Hg, or |Ppre- 35|= |Ppost- 35|=0. (|P| is absolute value of P). The feedback group used a device to measure the applied compression; the device consists of a capacitive sensor of thin polyurethane foam between conductive fabric layers and a microcomputer/Bluetooth transmitter under a vacuum seal that fits into a fabric pocket of a lymphedema garment at the posterior ankle and pairs with a mobile device. A lymphology-certified therapist coordinated training. Data were collected with a pen/paper tool and analyzed with Student's t test. RESULTS The instruction+feedback group was closer to target after training (|Ppre - 35|= 10 ± 12 mm Hg; |Ppost - 35|=5 ± 4 mm Hg; P <.05; paired t test) than the instruction only group (|Ppre- 35|=19 ± 11 mm Hg; |Ppost - 35|=12 ±12 mm Hg; not significant). CONCLUSION This wearable mobile pressure sensor device assists practitioners in applying hook-and-loop lymphedema garments closer to target pressure. Larger studies with clinicians and research that involves patient application of compression are warranted.
Collapse
Affiliation(s)
- Robert J Goldman
- Fort Healthcare Hyperbaric, Wound and Edema Center, Johnson Creek, Wisconsin
| |
Collapse
|
42
|
Seet T, De Vera MA, Howren A, Chan D, Albon S. Medication adherence teaching activity for first year pharmacy students in a Canadian university: Description and evaluation. Curr Pharm Teach Learn 2020; 12:65-73. [PMID: 31843167 DOI: 10.1016/j.cptl.2019.10.013] [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] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/04/2018] [Revised: 07/10/2019] [Accepted: 10/17/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND AND PURPOSE Medication non-adherence is a significant health problem in Canada and pharmacists are ideally positioned to help patients adhere to their regimens. There is an urgent need for pharmacy schools to ensure graduates receive training in this area. In this paper, we describe a medication taking simulation activity for first year pharmacy students using a multi-method approach to evaluation. EDUCATIONAL ACTIVITY AND SETTING Students were provided with placebo capsules and instructed to take one capsule twice per day for two weeks, complete the Beliefs About Medications Questionnaire (BMQ) before the activity, and provide a pill count and reflection on their experiences afterwards. Quantitative analysis involved calculation of percent adherence from pill counts and establishing beliefs about medications from BMQ scores. Perceptions of the teaching activity were determined using qualitative inductive content analysis of a sub-set of student reflections. FINDINGS All 224 students participated and complete pill count and BMQ data was obtained from 190 students (85%). Applying a cut-off of 80% to categorize adherence status, 51.8% of students were adherent. BMQ analyses indicated collective student uncertainty in three BMQ sub-scales (specific-necessity, specific-concern, and general-overuse) and a significant difference between adherent and non-adherent students in the specific-necessity sub-scale. Qualitative analyses of a set of student reflections resulted in two major themes: (1) developing empathy and (2) learning about adherence. SUMMARY This activity provided opportunities for students to experience the challenges involved in medication-taking from the patient's perspective and to realize the pharmacist's role to facilitate medication adherence.
Collapse
Affiliation(s)
- Tony Seet
- University of British Columbia Faculty of Pharmaceutical Sciences, 2405 Wesbrook Mall, Vancouver, BC V6T 1Z3, Canada.
| | - Mary A De Vera
- Collaboration for Outcomes Research and Evaluation (CORE), University of British Columbia Faculty of Pharmaceutical Sciences, Vancouver, BC V6T 1Z3, Canada.
| | - Alyssa Howren
- Collaboration for Outcomes Research and Evaluation (CORE), University of British Columbia Faculty of Pharmaceutical Sciences, Vancouver, BC V6T 1Z3, Canada.
| | - Derek Chan
- University of British Columbia Faculty of Pharmaceutical Sciences, Vancouver, BC V6T 1Z3, Canada.
| | - Simon Albon
- Office of Educational Support and Development, University of British Columbia Faculty of Pharmaceutical Sciences, Vancouver, BC V6T 1Z3, Canada.
| |
Collapse
|
43
|
Mitroka JG, Harrington C, DellaVecchia MJ. A multiyear comparison of flipped- vs. lecture-based teaching on student success in a pharmaceutical science class. Curr Pharm Teach Learn 2020; 12:84-87. [PMID: 31843170 DOI: 10.1016/j.cptl.2019.10.014] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [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: 09/20/2018] [Revised: 06/25/2019] [Accepted: 10/17/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND AND PURPOSE To gauge the potential effect of mode of content delivery on overall student success in a pharmaceutical sciences course in a doctor of pharmacy program. EDUCATIONAL ACTIVITY AND SETTING Principles of Drug Action I (PDAI) is a first-year pharmaceutical science course typically taught by multiple faculty, and each utilizes their own approach to deliver course content. Over a seven year period, the course naturally separated into blocks. Block-1 was taught using a traditional lecture-based approach while Block-2 varied between either a lecture-based or a flipped-classroom format. Student success was evaluated by exam at the end of each block. FINDINGS For the four years in which Block-2 was taught by lecture, the number of exam failures was similar to Block-1. For each of the three years Block-2 was taught via the flipped-classroom format, the number of exam failures was approximately half that of Block-1. While grades for the lecture-based Block-1 trended downward over the seven-year evaluation period, average exam grades overall were similar between Block-1 and Block-2 each year regardless of teaching modality. SUMMARY Retrospective analysis of this novel blocked approach within PDAI provided a means of internally evaluating the potential effect of teaching format on overall student performance. The results described here support previous studies that indicate that the flipped-classroom approach can reduce course failures. These findings also show that flipped-classroom teaching may have a greater impact on improving learning in lower-performing students.
Collapse
Affiliation(s)
- James G Mitroka
- Palm Beach Atlantic University Gregory School of Pharmacy, 901 S. Olive Ave., West Palm Beach, FL 33401-6514, United States.
| | - Catherine Harrington
- Palm Beach Atlantic University Gregory School of Pharmacy, 901 S. Olive Ave., West Palm Beach, FL 33401-6514, United States.
| | - Matthew J DellaVecchia
- Palm Beach Atlantic University Gregory School of Pharmacy, 901 S. Olive Ave., West Palm Beach, FL 33401-6514, United States.
| |
Collapse
|
44
|
Montero-Carretero C, Barbado D, Cervelló E. Predicting Bullying through Motivation and Teaching Styles in Physical Education. Int J Environ Res Public Health 2019; 17:ijerph17010087. [PMID: 31877683 PMCID: PMC6982112 DOI: 10.3390/ijerph17010087] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/28/2019] [Revised: 12/18/2019] [Accepted: 12/19/2019] [Indexed: 11/23/2022]
Abstract
From the theoretical framework offered by the self-determination theory, the objective of the study was to test a predictor model of bullying behaviors based on the physical education teacher’s supportive style, the students’ satisfaction of basic psychological needs, and self-determined motivation. A total of 608 students of both sexes, between 11 and 15 years of age, from primary and secondary schools in the province of Alicante (Spain) voluntarily completed questionnaires to measure each of the variables under study. The design of the study was cross-sectional. The results showed that the autonomy supportive style positively predicted the satisfaction of basic psychological needs, which, in turn, positively predicted self-determined motivation towards physical education. The latter negatively predicted bullying perpetration and bullying victimization. The controlling style presented inverse relationships to those of the autonomy supportive style. These results are in line with the positions of the self-determination theory and underline the potential responsibility of physical education teachers in the struggle against bullying, and how, by supporting autonomy and avoiding a controlling style, they can help reduce bullying perpetration and victimization.
Collapse
|
45
|
Hackl E, Ermolina I. Inclusion by design: Embedding inclusive teaching practice into design and preparation of laboratory classes. Curr Pharm Teach Learn 2019; 11:1323-1334. [PMID: 31836160 DOI: 10.1016/j.cptl.2019.09.012] [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: 12/06/2018] [Revised: 06/02/2019] [Accepted: 09/07/2019] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Creation of an inclusive learning environment and provision of individual adjustments are duties of higher education providers. However, laboratory practical teaching is not always inclusive beyond general university requirements. Lab classes can present many barriers to disabled learners. Proactive adjustments embedded into the design and preparation of laboratory classes can make lab-based teaching as inclusive and accessible as possible. PERSPECTIVE The main challenges, difficulties, and barriers experienced by students with disabilities during laboratory classes were identified and analysed. A review of a large number of sources was conducted, and the best available evidence of inclusive practice in science and medicine laboratories (including those already implemented in the Reading School of Pharmacy and Leicester School of Pharmacy) were retrieved, critically appraised, and summarized. Recommendations on embedding inclusive practices into the design and preparation of laboratory classes were developed, including methods for making the following accessible: (1) printed materials, such as handouts, instructions, notes, etc.; (2) video files; and (3) colours. Additionally, the use of a range of pedagogic techniques and assistive technologies in inclusive teaching is discussed. IMPLICATIONS We have developed general accessibility guides and provided laboratory teaching staff with examples of good inclusive teaching practice. Active implementation of the inclusive-by-design approach, in contrast to inclusive-on-request, can be beneficial for both learners and teaching staff since inclusion-by-design helps to establish a lasting inclusive culture in teaching laboratories.
Collapse
Affiliation(s)
- Ellen Hackl
- Reading School of Pharmacy, University of Reading, PO Box 226, Whiteknights, Reading RG6 6AP, UK.
| | - Irina Ermolina
- School of Pharmacy, Health and Life Science Faculty, De Montfort University, The Gateway, Leicester LE1 9BH, UK.
| |
Collapse
|
46
|
Xie H, Caldwell LL, Loy S, Aristizabal C, Guzman A. Impact of a community-based intervention on Latino grandparents' knowledge about and self-efficacy in supporting grandchildren's physical activities. Fam Syst Health 2019; 37:314-319. [PMID: 31580094 PMCID: PMC8802766 DOI: 10.1037/fsh0000443] [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] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Latino grandparents are often involved in rearing grandchildren, but their roles in promoting children's physical activity (PA) have been largely overlooked. This study examined the impact of a community-based intervention called Nietos Activos y Saludables (Active and Healthy Grandchildren) on Latino grandparents' knowledge about and self-efficacy in supporting grandchildren's (aged 2-12 years) PA. METHOD The Spanish language intervention, consisting of 4 weekly sessions, was delivered to 12 Latino grandparents (primarily female, aged > 60 years) in Los Angeles County from October to November 2017. Pre- and posttest surveys and postintervention focus groups assessed the intervention impact. RESULTS Participants indicated that the intervention provided useful information. After intervention sessions, participants achieved a higher score in test on PA requirements for children. They also reported greater knowledge about children's PA, local resources for children's PA, and modifying children's behavior. Additionally, participants reported greater confidence in motivating children in PA and collaborating with parents in promoting children's PA. Results of focus groups generally confirmed the quantitative findings. DISCUSSION Nietos Activos y Saludables intervention has the promise to increase Latino grandparents' knowledge about and self-efficacy in supporting grandchildren's PA. Future studies should test the impact of the intervention on grandparents' behavior and grandchildren's health outcomes using a randomized controlled trial. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
Collapse
Affiliation(s)
- Hui Xie
- Corresponding Author 91330-8269 Phone: (818) 677-5896; Fax: (818) 677-2695
| | - Linda L. Caldwell
- Department of Recreation Park and Tourism Management Department of Human Development and Family Studies The Pennsylvania State University, University Park, PA
| | - Steven Loy
- Department of Kinesiology California State University, Northridge, Northridge, CA
| | - Carolina Aristizabal
- Community Outreach and Engagement Program Norris Comprehensive Cancer Center University of Southern California 1441 Eastlake Avenue, Los Angeles, CA 90033
| | - Araceli Guzman
- Perinatal Advisory Council: Leadership, Advocacy, and Consultation (PAC/LAC) 1010 N. Central Ave., Glendale, CA 91202
| |
Collapse
|
47
|
Wilson JA, Waghel RC, Dinkins MM. Flipped classroom versus a didactic method with active learning in a modified team-based learning self-care pharmacotherapy course. Curr Pharm Teach Learn 2019; 11:1287-1295. [PMID: 31836155 DOI: 10.1016/j.cptl.2019.09.017] [Citation(s) in RCA: 4] [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: 01/15/2019] [Revised: 05/28/2019] [Accepted: 09/07/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND AND PURPOSE To examine the educational outcomes comparing flipped classroom method versus a didactic method with active learning in two semesters of a modified team-based learning (TBL) self-care pharmacotherapy course and explore student-identified preferences for teaching modality. EDUCATIONAL ACTIVITY AND SETTING Grade performance on readiness assurance processes, both individual (iRAP) and team (tRAP), and exam questions were compared in two semester-long course offerings. Additionally, students were surveyed pre- and post-course. FINDINGS The mean iRAP scores were 81.9% for the didactic method and 80.7% for the flipped method (p = .092). The mean tRAP scores were 93.6% for both didactic and flipped methods (p = .979). Mean exam performance for content taught using didactic and flipped methods were 83.3% and 83.5%, respectively (p = .730). Pre-course respondents indicated the following preferences: didactic (27.7%), flipped (9%), combination (58.2%), no preference (5.1%). Post-course, 46.8% preferred didactic, 5.7% preferred flipped, and 47.5% preferred a combination. Respondents perceived the didactic method helped develop deeper understanding, stimulated greater interest, and improved retention; however, they felt the flipped method improved critical thinking and application. SUMMARY There were no statistically significant differences in student outcomes comparing teaching methods while student preference for the flipped classroom decreased.
Collapse
Affiliation(s)
- Jennifer A Wilson
- Wingate University School of Pharmacy, 515 North Main Street, Wingate, NC 28174, United States.
| | - Rashi C Waghel
- Wingate University School of Pharmacy, 515 North Main Street, Wingate, NC 28174, United States.
| | - Melissa M Dinkins
- Wingate University School of Pharmacy, 515 North Main Street, Wingate, NC 28174, United States.
| |
Collapse
|
48
|
Deng G, Zhao D, Lio J, Chen X, Ma X, Liang L, Feng C. Strategic elements of residency training in China: transactional leadership, self-efficacy, and employee-orientation culture. BMC Med Educ 2019; 19:355. [PMID: 31521148 PMCID: PMC6744663 DOI: 10.1186/s12909-019-1792-7] [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] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/16/2019] [Accepted: 09/05/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND The standardized training of resident physicians in China is significant and robust. During the training, clinical teachers act as leaders. The training taking place in public hospitals requires a transactional leadership style (TLS), but existing research studies seldom analyze how to promote residents' performance from this perspective. METHODS Two hundred and ninety six new residents undertaking standardized training were recruited from five tertiary hospitals in two provinces of China. Hierarchical moderated and mediated regression analyses were used to test the hypotheses. The hypotheses include that TLS is positively related to the training performance; mediating effect of self-efficacy and moderating effect of employee-orientation organizational culture (EOC) are significant. RESULTS (1) Two kinds of teachers' TLS, punishment and reward, have significant positive influence on residents' performance. (2) Self-efficacy of residents partly mediates the positive relationship. (3) EOC moderates the relationship between the punitive behavior of clinical teachers with TLS and the self-efficacy of the residents. CONCLUSIONS Empirical evidence has shown the positive relationship between teachers' TLS and residents' performance outcomes in China. Teachers can enhance training performance by promoting self-efficacy of residents. This study also advances our understanding of EOC by examining the demonstrated moderating effects of cultural background in the relationship between teachers' TLS and the self-efficacy of residents.
Collapse
Affiliation(s)
- Guangwei Deng
- School of Management, Hefei University of Technology, Hefei, 230009 Anhui China
| | - Di Zhao
- School of Management, University of Science and Technology of China, Hefei, 230026 Anhui China
| | - Jonathan Lio
- Department of Medicine, University of Chicago, Chicago, IL 60637 USA
| | - Xinyu Chen
- National Health Commission of the People’s Republic of China, Beijing, 100044 China
| | - Xiaopeng Ma
- Division of Life Sciences and Medicine, The First Affiliated Hospital of USTC, University of Science and Technology of China, Hefei, 230001 Anhui China
| | - Liang Liang
- School of Management, Hefei University of Technology, Hefei, 230009 Anhui China
| | - Chenpeng Feng
- School of Management, Hefei University of Technology, Hefei, 230009 Anhui China
| |
Collapse
|
49
|
Loprinzi PD, Harris F, McRaney K, Chism M, Deming R, Jones T, Zou L, Tan M. Effects of Acute Exercise and Learning Strategy Implementation on Memory Function. ACTA ACUST UNITED AC 2019; 55:medicina55090568. [PMID: 31491932 PMCID: PMC6780730 DOI: 10.3390/medicina55090568] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [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] [Subscribe] [Scholar Register] [Received: 07/31/2019] [Revised: 08/28/2019] [Accepted: 09/02/2019] [Indexed: 12/23/2022]
Abstract
Background and Objectives: Long-term potentiation (LTP), the functional connectivity among neurons, is considered a mechanism of episodic memory. Both acute exercise and learning are thought to influence memory via an LTP-related mechanism. Limited research has evaluated the individual and combined effects of acute exercise and learning strategy implementation (e.g., 3-R technique, cue-integration) on memory, which was the purpose of this study. Materials and Methods: For Experiment 1, participants (n = 80; Mage = 20.9 years) were randomized into one of four experimental groups, including Exercise + Learning (E + L), Learning Only (L), Exercise Only (E), and Control Group (C; no exercise and no learning strategy implementation). The exercise stimulus involved an acute 15-min bout of lower-intensity (60% of heart rate max) walking exercise and the learning strategy involved the implementation of the 3-R technique. Experiment 2 (n = 77; Mage = 21.1 years) replicated Experiment 1 but addressed limitations (e.g., exposure level of the memory task) from Experiment 1 and employed a higher-intensity bout of exercise (77% of heart rate max). Experiment 3 (n = 80; Mage = 21.0 years) evaluated these same four experimental conditions but employed a cue-integration learning strategy and a moderate-intensity bout of acute exercise (64% of heart rate max). Results: These three experiments demonstrate that both learning techniques were effective in enhancing memory and we also provided evidence of a main effect for acute exercise (Experiment 3). However, we did not observe consistent evidence of a learning by exercise interaction effect. Conclusions: We demonstrate that both acute exercise and different learning techniques are effective in enhancing long-term memory function.
Collapse
Affiliation(s)
- Paul D Loprinzi
- Exercise & Memory Laboratory, Department of Health, Exercise Science and Recreation Management, The University of Mississippi, Oxford, MS 38677, USA.
| | - Faith Harris
- Exercise & Memory Laboratory, Department of Health, Exercise Science and Recreation Management, The University of Mississippi, Oxford, MS 38677, USA.
| | - Kyle McRaney
- Exercise & Memory Laboratory, Department of Health, Exercise Science and Recreation Management, The University of Mississippi, Oxford, MS 38677, USA.
| | - Morgan Chism
- Exercise & Memory Laboratory, Department of Health, Exercise Science and Recreation Management, The University of Mississippi, Oxford, MS 38677, USA.
| | - Raymond Deming
- Exercise & Memory Laboratory, Department of Health, Exercise Science and Recreation Management, The University of Mississippi, Oxford, MS 38677, USA.
| | - Timothy Jones
- Exercise & Memory Laboratory, Department of Health, Exercise Science and Recreation Management, The University of Mississippi, Oxford, MS 38677, USA.
| | - Liye Zou
- Exercise & Mental Health Laboratory, School of Psychology, Shenzhen University, Shenzhen 518060, China.
| | - Miaoqing Tan
- Faculty of Athletic Training, Guangzhou Sport University, Guangzhou 510500, China.
| |
Collapse
|
50
|
Border S, Hennessy C, Pickering J. The Rapidly Changing Landscape of Student Social Media Use in Anatomy Education. Anat Sci Educ 2019; 12:577-579. [PMID: 30873739 DOI: 10.1002/ase.1875] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/11/2019] [Revised: 03/11/2019] [Accepted: 03/11/2019] [Indexed: 06/09/2023]
Affiliation(s)
- Scott Border
- Principal Teaching Fellow University of Southampton, Southampton, United Kingdom
| | - Catherine Hennessy
- Teaching Fellow Brighton and Sussex University, Brighton, United Kingdom
| | - James Pickering
- Associate Professor University of Leeds, Leeds, United Kingdom
| |
Collapse
|