scholarly journals Data-driven Exploration of Engagement with Workplace-based Assessment in the Clinical Skills Domain

2021 ◽  
Author(s):  
Alicja Piotrkowicz ◽  
Kaiwen Wang ◽  
Jennifer Hallam ◽  
Vania Dimitrova
Keyword(s):  
Medical Education ◽  
Medical Training ◽  
Process Mining ◽  
Clinical Skills ◽  
Opportunity To Learn ◽  
Digital Data ◽  
Data Driven ◽  
Text Analytics ◽  
Clinical Placements ◽  
Workplace Based Assessment

AbstractThe paper presents a multi-faceted data-driven computational approach to analyse workplace-based assessment (WBA) of clinical skills in medical education. Unlike formal university-based part of the degree, the setting of WBA can be informal and only loosely regulated, as students are encouraged to take every opportunity to learn from the clinical setting. For clinical educators and placement coordinators it is vital to follow and analyse students’ engagement with WBA while on placements, in order to understand how students are participating in the assessment, and what improvements can be made. We analyse digital data capturing the students’ WBA attempts and comments on how the assessments went, using process mining and text analytics. We compare Year 1 cohorts across three years, focusing on differences between primary vs. secondary care placements. The main contribution of the work presented in this paper is the exploration of computational approaches for multi-faceted, data-driven assessment analytics for workplace learning which includes:(i) a set of features for analysing clinical skills WBA data, (ii) analysis of the temporal aspects ofthat data using process mining, and (iii) utilising text analytics to compare student reflections on WBA. We show how assessment data captured during clinical placements can provide insights about the student engagement and inform the medical education practice. Our work is inspired by Jim Greer’s vision that intelligent methods and techniques should be adopted to address key challenges faced by educational practitioners in order to foster improvement of learning and teaching. In the broader AI in Education context, the paper shows the application of AI methods to address educational challenges in a new informal learning domain - practical healthcare placements in higher education medical training.

scholarly journals Process-Oriented Instrument and Taxonomy for Teaching Surgical Procedures in Medical Training: The Ultrasound-Guided Insertion of Central Venous Catheter

2020 ◽  
Vol 17 (11) ◽  
pp. 3849
Author(s):  
Victor Galvez ◽  
Rene de la Fuente ◽  
Cesar Meneses ◽  
Luis Leiva ◽  
Gonzalo Fagalde ◽  
...  
Keyword(s):  
Medical Education ◽  
Central Venous Catheter ◽  
Surgical Procedures ◽  
Medical Training ◽  
Process Mining ◽  
Objective Assessment ◽  
Venous Catheter ◽  
Central Venous ◽  
Field Instructors ◽  
Process Oriented

Procedural training is relevant for physicians who perform surgical procedures. In the medical education field, instructors who teach surgical procedures need to understand how their students are learning to give them feedback and assess them objectively. The sequence of steps of surgical procedures is an aspect rarely considered in medical education, and state-of-the-art tools for giving feedback and assessing students do not focus on this perspective. Process Mining can help to include this perspective in this field since it has recently been used successfully in some applications. However, these previous developments are more centred on students than on instructors. This paper presents the use of Process Mining to fill this gap, generating a taxonomy of activities and a process-oriented instrument. We evaluated both tools with instructors who teach central venous catheter insertion. The results show that the instructors found both tools useful to provide objective feedback and objective assessment. We concluded that the instructors understood the information provided by the instrument since it provides helpful information to understand students’ performance regarding the sequence of steps followed.

Transformative Learning in Osteopathic Medical Education

2016 ◽  
pp. 63-77
Author(s):  
Patricia S. Sexton ◽  
Neal R. Chamberlain
Keyword(s):  
Medical Education ◽  
Adult Learning ◽  
Transformative Learning ◽  
Medical Training ◽  
Clinical Skills ◽  
Adult Learning Theory ◽  
Past Century ◽  
Biomedical Knowledge ◽  
The Past ◽  
Osteopathic Medical Education

Osteopathic medical education has undergone a transformation in the past century. From the work of Abraham Flexner to present, many lessons have been learned. Today the education of physicians relies on best practices from adult learning theory to allow learners to master the ever expanding biomedical knowledge and skill base needed for competency. Learners are expected to maintain active knowledge of a vast array of facts, be proficient at clinical skills and adapt this knowledge seamlessly to the varied situations they confront with patients. This chapter reviews the past, examines the present and envisions the future, noting how transformative learning is essential to medical training.

Transformative Learning in Osteopathic Medical Education

2015 ◽  
pp. 216-234
Author(s):  
Patricia S. Sexton ◽  
Neal R. Chamberlain
Keyword(s):  
Medical Education ◽  
Adult Learning ◽  
Transformative Learning ◽  
Medical Training ◽  
Clinical Skills ◽  
Adult Learning Theory ◽  
Past Century ◽  
Biomedical Knowledge ◽  
The Past ◽  
Osteopathic Medical Education

Osteopathic medical education has undergone a transformation in the past century. From the work of Abraham Flexner to present, many lessons have been learned. Today the education of physicians relies on best practices from adult learning theory to allow learners to master the ever expanding biomedical knowledge and skill base needed for competency. Learners are expected to maintain active knowledge of a vast array of facts, be proficient at clinical skills and adapt this knowledge seamlessly to the varied situations they confront with patients. This chapter reviews the past, examines the present and envisions the future, noting how transformative learning is essential to medical training.

scholarly journals Detached Concern?: Emotional Socialization in Twenty-First Century Medical Education

2017 ◽  
Author(s):  
Kelly Underman ◽  
Laura Ellen Hirshfield
Keyword(s):  
Medical Education ◽  
Cultural Change ◽  
Medical Training ◽  
Clinical Skills ◽  
Interesting Case ◽  
First Century ◽  
Emotional Socialization ◽  
Patient Health ◽  
Detached Concern ◽  
Curricular Transformation

Early works in medical sociology have been pivotal in the development of scholarly knowledge about emotions, emotional socialization, and empathy within medical training, medical education, and medical contexts. Yet despite major shifts in both medical education and in medicine writ-large, medical sociologists' focus on emotions has largely disappeared. In this paper, we argue that due to recent radical transformations in the medical arena, emotional socialization within medical education should be of renewed interest for sociologists. Developments in medical education such as increased diversity among enrollees, the rise of patient health movements, and curricular transformation have made this context a particularly interesting case for sociologists working on a variety of questions related to structural, organizational, and cultural change. We offer three areas of debate within studies in medical education that sociologists may be interested in studying: 1) gendered and racialized differences in the performance of clinical skills related to emotion, 2) differences in self-reported empathy among subspecialties, and 3) loss of empathy during the third year or clinical year of medical school.

scholarly journals TelePresence in Rural Medical Education: A Mixed Methods Evaluation

2014 ◽  
Vol 2014 ◽  
pp. 1-8 ◽  
Author(s):  
Katherine Gray ◽  
Kristian Krogh ◽  
David Newsome ◽  
Victoria Smith ◽  
Donald Lancaster ◽  
...  
Keyword(s):  
Medical Education ◽  
Mixed Methods ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Ease Of Use ◽  
Clinical Placements ◽  
Learning And Teaching ◽  
Individual Interviews ◽  
Mixed Methods Evaluation ◽  
Audiovisual Quality

In response to rural health workforce shortages, universities and training providers offer rural and remote clinical placements. This has led to development of educational methods to counter the barriers of distance. In this emerging field, recent improvements in technology have provided solutions including the use of sophisticated videoconferencing systems such as the Cisco TelePresence model CTS-500. This paper evaluates the use of TelePresence in diverse medical education activities using a mixed methods design—questionnaires n=60, individual interviews n=33, and observed practice of activities n=22. TelePresence was found to be beneficial to learning and teaching and superior to other systems participants had used. In particular, the audiovisual quality, resulting intimacy, convenience, and ease of use facilitated teaching and learning, while the fixed camera and poorly arranged physical environment were found to be limitations. The system is best suited for small group activities. Clinical skills-based activities are viable. It is recommended that technical support be available during setup and use and a picture-in-picture mode be included and improved integration of office suite software to provide a joint workspace for display of presentations, images, editing or annotation of documents, and file sharing.

scholarly journals 9 Low fidelity simulation in a high fidelity world

2019 ◽  
Vol 95 (1130) ◽  
pp. 687.2-688
Author(s):  
A Scott ◽  
A Gartner
Keyword(s):  
Medical Education ◽  
Patient Safety ◽  
Medical Training ◽  
Clinical Skills ◽  
Technical Skills ◽  
Current Evidence ◽  
High Fidelity ◽  
List Type ◽  
High Fidelity Simulation ◽  
Training Tool

IntroductionAll aspects of medical training have experienced an exponential acceleration in the application of technology for learning needs.1 Research promotes the use of high fidelity models and ever more complex training methods with organisations keen to adopt and implement new technology. Models are utilised to minimise potential risks to patients through bedside learning and refine established technique.2 Simulation practice can also be used to develop non-technical skills pertinent to safe clinical practice.2–4 Simulation training can be employed from early stages of undergraduate education through to use in professional postgraduate exams giving a large scope of use in a multiplicity of environments.1 4 5MethodsForty Foundation Year 1 Doctors were taught clinical skills utilising Low fidelity part task training models. Four clinical skills were selected from pre-determined postgraduate curricula. Self assessment pre and post procedure were recorded with qualitative feedback sought as a secondary measure.ResultsGlobal increases are seen across 4 sampled clinical skills. Participants self-reported increased confidence and competence. A high value was placed upon trainees perceived value in training.ConclusionFidelity has been shown to play an integral role in simulation.4 The authors conclude that simple part task trainers, low fidelity models, still have a valuable part to play in medical education. They remain cost effective, adaptable and accessible training tools in the era of increasing complexity.1 5 Simulation provides a safe space to develop both technical and non-technical aspects.3 4 Low fidelity simulation can be used to underpin the learning objectives of trainees through effective feedback in real time, access to repetitive practice and remain a feasible training tool for trainers and trainees alike.2 4 High fidelity simulation should not be excluded completely however appears to be best suited to defined roles in more complex moulage.1 4Take home messageTechnology has the ability to improve and evolve medical education. With the potential for increased feedback, self and peer assessment along with pragmatic assessment, simulation has firmly entrenched itself in medical education. Care should be taken however not to disregard lower fidelity models as they still provide proven effective learning, enable the teaching of non-technical skills and facilitate knowledge delivery.ReferencesSarmah P, et al. Low vs. high fidelity: the importance of ‘realism’ in the simulation of a stone treatment procedure. Curr Opin Urol 2017;27(4):316–322.Naik VN, Brein SE. Review article: simulation: a means to address and improve patient safety. Can J Anaesth 2013;60(2):192–200.Aebersold M. The history of simulation and its impact on the future. AACN Adv Crit Care 2016;27(1):56–61.Lewis R, Strachan A, Smith MM. Is high fidelity simulation the most effective method for the development of non-technical skills in nursing? A review of the current evidence. Open Nurs J 2012;6:82–89.Aggarwal R, et al. Training and simulation for patient safety. Qual Saf Health Care 2010;19(Suppl 2):i34–i43.

scholarly journals SIMULATION IN MEDICAL EDUCATION: HISTORY OF THE DEVELOPMENT

2019 ◽  
Vol 19 (2) ◽  
pp. 183-185
Author(s):  
I. I. Delva ◽  
N. V. Lytvynenko ◽  
M. Yu. Delva ◽  
V. A. Pinchuk ◽  
A. M. Kryvchun
Keyword(s):  
Medical Education ◽  
Professional Training ◽  
Medical Training ◽  
Clinical Skills ◽  
Educational Activity ◽  
Education History ◽  
Patient Simulator ◽  
Occupational Tasks ◽  
The Sixties ◽  
History Of

Simulation may be a useful tool to improve clinical skills during the professional medical training. In this work we consider simulation as artificial representation of a certain real-world system, process or situation used for professional training. This tool is designed to enhance clinical competence and to provide medical teaching in controlled and safe conditions without any risks for both patients and students. Using simulation teaching allows students to acquire occupational skills through making mistakes and learning from them without the fear of being distressed or distressing the patient before the first independent manipulations will have been done. Moreover, simulation aids are designed to provide accurate assessment of the quality of the manipulation performed. The aim of this article is to review the history and methodology of simulation teaching in medical education. The simulation as a teaching tool has been known in medicine since ancient times. Aviation and airspace industries have been using simulation-based training for many years and medical education has borrowed some approaches from them. In the sixties of the last century there was created a simulation system for cardiopulmonary resuscitation; in 1964 actors were invited to play roles of patients and soon, in 1968, a cardiologic patient simulator were created. During the last two decades of the XX century there were designed software and computerized systems that could imitate physiological reactions. At present, interactive virtual training programs are being extensively introduced into educational activity. In 2014 the first Ukrainian Training and Innovation Centre for Practical Medical Training was established. The effectiveness of simulation training has been confirmed by extensive use throughout the world for many years. Together with conventional time-tested methods, simulation is a powerful educational tool as it imitates real occupational tasks.

63. Developing a program for resident wellness at the postgraduate medical education office, University of Torontos

2007 ◽  
Vol 30 (4) ◽  
pp. 63 ◽  
Author(s):  
S. Edwards ◽  
S. Verma ◽  
R. Zulla
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Stress Management ◽  
Residency Training ◽  
Medical Training ◽  
Postgraduate Medical Education ◽  
Program Directors ◽  
University Of Toronto ◽  
Resident Wellness ◽  
The University

Prevalence of stress-related mental health problems in residents is equal to, or greater than, the general population. Medical training has been identified as the most significant negative influence on resident mental health. At the same time, residents possess inadequate stress management and general wellness skills and poor help-seeking behaviours. Unique barriers prevent residents from self-identifying and seeking assistance. Stress management programs in medical education have been shown to decrease subjective distress and increase wellness and coping skills. The University of Toronto operates the largest postgraduate medical training program in the country. The Director of Resident Wellness position was created in the Postgraduate Medical Education Office to develop a systemic approach to resident wellness that facilitates early detection and intervention of significant stress related problems and promote professionalism. Phase One of this new initiative has been to highlight its presence to residents and program directors by speaking to resident wellness issues at educational events. Resources on stress management, professional services, mental health, and financial management have been identified and posted on the postgraduate medical education website and circulated to program directors. Partnerships have been established with physician health professionals, the University of Toronto, and the Professional Association of Residents and Internes of Ontario. Research opportunities for determining prevalence and effective management strategies for stress related problems are being identified and ultimately programs/resources will be implemented to ensure that resident have readily accessible resources. The establishment of a Resident Wellness Strategy from its embryonic stags and the challenges faced are presented as a template for implementing similar programs at other medical schools. Earle L, Kelly L. Coping Strategies, Depression and Anxiety among Ontario Family Medicine Residents. Canadian Family Physician 2005; 51:242-3. Cohen J, Patten S. Well-being in residency training: a survey examining resident physician satisfaction both within and outside of residency training and mental health in Alberta. BMC Medical Education; 5(21). Levey RE. Sources of stress for residents and recommendations for programs to assist them. Academic Med 2001; 70(2):142-150.

scholarly journals Web-based Medical Education During COVID-19 Lockdown: A Step Back or a Leap to the Future?

2021 ◽  
pp. 153473462110118
Author(s):  
Anna Eleftheriou ◽  
Aikaterini Rokou ◽  
Christos Argyriou ◽  
Nikolaos Papanas ◽  
George S. Georgiadis
Keyword(s):  
Medical Education ◽  
Clinical Training ◽  
Medical Training ◽  
Medical Schools ◽  
Web Based ◽  
Clinical Exposure ◽  
Virtual Teaching ◽  
Based Medicine ◽  
The Impact

The impact of coronavirus infectious disease (COVID-19) on medical education has been substantial. Medical students require considerable clinical exposure. However, due to the risk of COVID-19, the majority of medical schools globally have discontinued their normal activities. The strengths of virtual teaching now include a variety of web-based resources. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Conversely, students have received decreased clinical training in certain medical and surgical specialities, which may, in turn, reduce their performance, confidence, and abilities as future physicians. We sought to analyze the effect of telemedicine on the quality of medical education in this new emerging era and highlight the benefits and drawbacks of web-based medical training in building up future physicians. The COVID-19 pandemic has posed an unparalleled challenge to medical schools, which are aiming to deliver quality education to students virtually, balancing between evidence-based and experience-based medicine.

scholarly journals European List of Essential Medicines for Medical Education: a protocol for a modified Delphi study

BMJ Open ◽  
2021 ◽  
Vol 11 (5) ◽  
pp. e045635
Author(s):  
Erik Donker ◽  
David Brinkman ◽  
Milan Richir ◽  
Paraskevi Papaioannidou ◽  
Robert Likic ◽  
...  
Keyword(s):  
Medical Education ◽  
Delphi Study ◽  
Medical Training ◽  
Medical Center ◽  
European Countries ◽  
Essential Medicines ◽  
Ethical Review ◽  
Junior Doctors ◽  
Direct Supervision ◽  
Modified Delphi

IntroductionJunior doctors are responsible for a substantial number of prescribing errors, and final-year medical students lack sufficient prescribing knowledge and skills just before they graduate. Various national and international projects have been initiated to reform the teaching of clinical pharmacology and therapeutics (CP&T) during undergraduate medical training. However, there is as yet no list of commonly prescribed and available medicines that European doctors should be able to independently prescribe safely and effectively without direct supervision. Such a list could form the basis for a European Prescribing Exam and would harmonise European CP&T education. Therefore, the aim of this study is to reach consensus on a list of widely prescribed medicines, available in most European countries, that European junior doctors should be able to independently prescribe safely and effectively without direct supervision: the European List of Essential Medicines for Medical Education.Methods and analysisThis modified Delphi study will recruit European CP&T teachers (expert group). Two Delphi rounds will be carried out to enable a list to be drawn up of medicines that are available in ≥80% of European countries, which are considered standard prescribing practice, and which junior doctors should be able to prescribe safely and effectively without supervision.Ethics and disseminationThe study has been approved by the Medical Ethics Review Committee of VU University Medical Center (no. 2020.335) and by the Ethical Review Board of the Netherlands Association for Medical Education (approved project no. NVMO‐ERB 2020.4.8). The European List of Essential Medicines for Medical Education will be presented at national and international conferences and will be submitted to international peer-reviewed journals. It will also be used to develop and implement the European Prescribing Exam.

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