Teacher and actor perceptions of a recent journey involving clinical simulation

INTRODUCTION: Medical education is under many modifications, insertions and new perspectives on the learning teaching process, and the realistic simulation is one of these changes. It includes technical skills, but also attitudinal skills. The original idea of simulation is to integrate theoretical knowledge, skills and attitude. OBJECTIVES: to tell the experience of building a simulation core in our institution, with faculty development and culture changes. METHODS: using the cartography, 04 teachers and 02 female actors told their narratives by memories and reflections about the path travelled and the knowledge built. RESULTS AND DISCUSSION: each one experience on the first simulation scenario in 2018.2. We reached the original objective (students’ participation and study), but also the depth of each one experience and reflection. There was a balance between technique and sensibility. The actor’s role to build and concretize the project was essential in this balance. CONCLUSIONS: the simulation strengthened the attitudinal competences, promoted the faculty development and showed the importance to put together art and technique on the health professional training.

Title: Blood flow restricted exercise training: Perspectives of people with chronic obstructive pulmonary disease and health professionals

Objective This descriptive qualitative study explored perspectives of people with chronic obstructive pulmonary disease (COPD) and health professionals concerning blood flow restricted exercise (BFRE) training. Methods People living with COPD and health professionals (exercise physiologists, physiotherapists, and hospital-based respiratory nurses and doctors) participated in interviews or focus groups, which included information about BFRE training and a facilitated discussion of positive aspects, barriers and concerns about BFRE training as a possible exercise-based intervention. Sessions were audio-recorded, and transcript data analysed using inductive content analysis. Results Thirty-one people participated (people with COPD n = 6; health professionals n = 25). All participant groups expressed positive perceptions of BFRE as a potential alternative low-intensity exercise mode where health benefits might be achieved. Areas of overlap in perceived barriers and concerns included the need to address the risk of potential adverse events, suitability of training sites and identifying processes to appropriately screen potential candidates. Discussion While potential benefits were identified, concerns about determining who is safe and suitable to participate, delivery processes, health professional training and effects on a variety of health-related outcomes need to be addressed before implementation of BFRE training for people with COPD.

Introduction to the Peer Teacher Training in health professional education supplement series

Skills in supervision, teaching, facilitation, assessment and feedback, leadership and interprofessional teamwork are required graduate attributes for health professionals. Despite this, the opportunity for learning these skills is rarely embedded within undergraduate and postgraduate health professional training curricula. Additionally, there are limited examples of interprofessional delivery of teaching programs. Since teaching skills can be learned, healthcare faculties play an important role in improving the teaching abilities of their students. At the University of Sydney, we developed and implemented interprofessional, blended learning teacher training programs for health professional students, and junior health professionals: The Peer Teacher Training (PTT) program, and the Clinical Teacher Training (CTT) program. Based on our successful programs, this paper provides an introduction to our Peer Teacher Training supplement. Namely, 11 articles designed to assist those who work and teach in a clinical context; address key challenges; and provide practical tips and frameworks to assist in teaching, assessment, and feedback.

The First, Comprehensive, Open-Source Culinary Medicine Curriculum for Health Professional Training Programs: A Global Reach

Providing a strong foundation in culinary medicine (CM)—including what constitutes a healthy diet and how to find, obtain, and prepare healthy and delicious food—is a cornerstone of educating health professionals to support patients in achieving better health outcomes. The Culinary Medicine Curriculum (CMC), published in collaboration with the American College of Lifestyle Medicine, is the first, comprehensive, open-source guide created to support the implementation of CM at health professional training programs (HPTPs) worldwide. The CMC is modeled after the successful CM elective course for Stanford University School of Medicine students. Key goals of the CMC include presenting healthy food as unapologetically delicious, quick, and inexpensive; translating lessons learned to healthy eating on-the-go; practicing motivational interviewing on healthy dietary behavior changes; and demonstrating how to launch a CM course. The CMC highlights a predominantly whole food, plant-based diet as seen through the lenses of different world flavors and culinary traditions. It was developed, published, and distributed with the aim of expanding CM by reducing barriers to creating CM courses within most types of HPTPs and practice settings. During the first 2 months the CMC was available, it was downloaded 2379 times in 83 countries by a wide variety of health care professionals interested in teaching CM. The global interest in this first, freely available, evidence-based CMC underscores the demand for CM resources. Such resources could prove foundational in expediting development of CM courses and expanding the reach of CM and counseling on dietary behavior changes into patient care.

THU0650-HPR THE USE OF GAMIFICATION TO MOTIVATE HEALTH PROFESSIONALS IN RHEUMATOLOGY TO PARTICIPATE IN BLENDED LEARNING.

Background:Blended learning is an increasingly popular learning supplement for traditional classroom-based courses in medical education. Once implemented, many factors influence its success. This was demonstrated by Shivetts et al., who concluded that student motivation plays a major role. In particular, if a learner is not self-motivated, e-learning may not represent the best learning environment.1However, gamification methods are known to enhance motivation in medical education and, if used correctly, can overcome this deficit.2For this purpose, a quiz duel was created and used as a blended learning approach for health professional training in rheumatology. We hypothesize that the use of the quiz duel gamification technique improves learners’ motivation to successfully complete their blended learning course.Objectives:To investigate the potential of gamification methods in motivating health professionals to answer multiple choice questions (MCQs) in a pilot blended learning scenario.Methods:Four hundred and sixty MCQs were developed in accordance with the learning objectives of a certified training course and integrated into a learning management system (LMS). As a gamification technique, a duel mode was created. Course participants had access via an individual user account and used personal smartphones. After each answer was provided, the learners received corrective and explanatory feedback, as well as information on how the duel opponent answered. Incorrectly answered MCQs were repeated in further duels.Information on the number of MCQs answered (1), days learned (2), and learning time spent (3) was collected and analyzed. Each day on which at least one MCQ was answered counted as a learning day per user. The learning time was calculated with 1.5 min per MCQ answered. Analysis was performed over a 15-week period (08/19–12/19).The training event (“RFAplus”) was organized by the Rheumatologische Fortbildungsakademie GmbH and took place on three weekends in intervals of four weeks in Germany. The LMS used was Humeo (Humeo GmbH). All users agreed to the terms and conditions of use and data protection before participating in the blended learning intervention.Results:Nineteen female health professionals in rheumatology participated in the study. The mean age of participants was 43.5 years (range, 21–60 years). The 460 MCQs were answered 20,397 times, with 1039 MCQs per user (range, 247-1839 MCQs) during the 15-week period (105 days). Each MCQ was answered 2.33 times. In total, there were 1167 learning days, with 60.8 days per user (range, 15-95 days). The users spent 30,596 min (509.9 h) answering the MCQs, resulting in 1,610 min (or 26.8 h) per user. Furthermore, each user answered 17.5 MCQs and spent an average of 26 min per learning day.Conclusion:Blended learning is an interactive method to potentially extend learning time over several weeks. However, the success of this technique lies in motivating the participants to continue learning after the event. A quiz duel as a gamification technique proved to be effective in motivating participants to learn daily. In our study, learners spent an average of 27 h, i.e., almost half of the total attendance time of 60 h, learning. Correspondingly, this technique could also replace parts of lengthy face-to-face courses in an attempt to save costs in the future. Information drawn from the MCQs could potentially serve as promising learning analytics.References:[1]Shivetts, C. E-Learning and Blended Learning: The Importance of the Learner A Research Literature Review.Int. J. E-Learn.10, 331–337 (2011).[2]Pesare, E., Roselli, T., Corriero, N. & Rossano, V. Game-based learning and Gamification to promote engagement and motivation in medical learning contexts.Smart Learn. Environ.3, 5 (2016).Disclosure of Interests:Ruben Sengewein: None declared, Patricia Steffens-Korbanka Consultant of: Abbvie, Chugai, Novartis, Sanofi, Mylan, Lilly, Speakers bureau: Abbvie, Chugai, Novartis, Sanofi, Lilly, Joerg Wendler Consultant of: Janssen, AbbVie, Sanofi, Speakers bureau: Roche, Chugai, Janssen, AbbVie, Novartis, Max Kieslich: None declared, Erik Schmok: None declared, Georg Gauler Consultant of: Abbvie, Lilly, MSD, Speakers bureau: Abbvie, Celgene, Novartis, Sanofi,