920 Annual research boot camp: Ob/Gyn fellows demonstrate knowledge retention

Object In July 2010, the Society of Neurological Surgeons (SNS) introduced regional courses to promote patient safety and teach fundamental skills and knowledge to all postgraduate Year 1 (PGY1) trainees entering Accreditation Council for Graduate Medical Education (ACGME)–accredited US neurosurgery residency programs. Data from these courses demonstrated significant didactic learning and high faculty and resident satisfaction with hands-on training. Here, the authors evaluated the durability of learning from and the relevance of participation in SNS PGY1 courses as measured midway through PGY1 training. Methods Resident participants were resurveyed 6 months after boot camp course attendance to assess knowledge retention and course effectiveness. Exposure to relevant hands-on experiences during PGY1 training and the subjective value of pre-residency simulated training in the courses were assessed. Results Ninety-four percent of all residents entering US PGY1 neurosurgical training participated in the 2010 SNS boot camp courses. One hundred sixty-four (88%) of these resident participants responded to the survey. Six months after course completion, 99% of respondents believed the boot camp courses benefited beginning neurosurgery residents and imparted skills and knowledge that would improve patient care. The PGY1 residents' knowledge of information taught in the courses was retained 6 months after initial testing (p < 0.0001). Conclusions The learning and other benefits of participation in a national curriculum for residents entering PGY1 neurosurgical training were maintained 6 months after the courses, halfway through the initial training year.

Download Full-text

Voice Boot Camp

ASHA Leader ◽

10.1044/leader.ftr3.14072009.26 ◽

2009 ◽

Vol 14 (7) ◽

pp. 26-27 ◽

Cited By ~ 2

Author(s):

Susan L. Thibeault ◽

Sherri K. Zelazny ◽

Stacy Cohen

Keyword(s):

Boot Camp

Download Full-text

Pilot Project: Does formal bedside training of medical students with a FAST exam increase their knowledge and comfort level with ultrasound use in a community family medicine practice setting?

POCUS Journal ◽

10.24908/pocus.v2i2.13279 ◽

2017 ◽

Vol 2 (2) ◽

pp. 15-17

Author(s):

Rimi Sambi, MD ◽

Heather Sawula, MD ◽

Brent Wolfrom, MD ◽

Joseph Newbigging, MD

Keyword(s):

Medical Students ◽

Family Medicine ◽

Point Of Care ◽

Training Session ◽

Undergraduate Curriculum ◽

Knowledge Retention ◽

Comfort Level ◽

Point Of Care Ultrasound ◽

Medical Undergraduate ◽

Fast Exam

As point of care ultrasound (PoCUS) becomes increasingly popular and a standard of care in many clinical settings, the interest for integration in medical undergraduate curriculum is also growing [1]. This project aims to assess whether formal bedside Focused Abdominal Scan for Trauma (FAST) exam training of medical students increases their knowledge and comfort with the use of bedside ultrasound in a family medicine setting at Queen’s University. Third year medical students (n=18) were recruited to participate in a training session involving a 1-hour online video and 2-hour hands-on session. Knowledge based surveys were completed before and after the training. A survey was completed 4 months after the teaching session evaluating knowledge retention, comfort, and application of skills. Student knowledge of PoCUS and FAST increased and was maintained (pre-training 56%±20%, post-training 82%±10%, p<0.001). Self-evaluation of comfort performing a FAST examination (5-point Likert scale) similarly increased post-training session (pre-training 1.4±0.8, post-training 3.8±0.9, p<0.005), but decreased 4 months later (3±1.2, p<0.005). Students in this study were unanimously interested in ultrasound training and the methods used effectively increased theoretical knowledge and comfort with use. Students did not retain their comfort levels with FAST exam 4 months after the training session, nor did they have the opportunity to utilize the skills learned. Further evidence is required to identify the applicability of these results to undergraduate curriculum development.

Download Full-text

Using Boot Camp Translation to Address Rural Disparities in Adolescent Vaccination

Case Medical Research ◽

10.31525/ct1-nct03955757 ◽

2019 ◽

Author(s):

Keyword(s):

Boot Camp ◽

Adolescent Vaccination

Download Full-text

A Primer of Population Genetics and Genomics

10.1093/oso/9780198862291.001.0001 ◽

2020 ◽

Author(s):

Daniel L. Hartl

Keyword(s):

Population Genetics ◽

Complex Traits ◽

Evolutionary Biology ◽

Knowledge Retention ◽

Learning By Doing ◽

Human Populations ◽

Gene Drive ◽

Molecular Population Genetics ◽

Genetics And Genomics ◽

And Mathematics

A Primer of Population Genetics and Genomics, 4th edition, has been completely revised and updated to provide a concise but comprehensive introduction to the basic concepts of population genetics and genomics. Recent textbooks have tended to focus on such specialized topics as the coalescent, molecular evolution, human population genetics, or genomics. This primer bucks that trend by encouraging a broader familiarity with, and understanding of, population genetics and genomics as a whole. The overview ranges from mating systems through the causes of evolution, molecular population genetics, and the genomics of complex traits. Interwoven are discussions of ancient DNA, gene drive, landscape genetics, identifying risk factors for complex diseases, the genomics of adaptation and speciation, and other active areas of research. The principles are illuminated by numerous examples from a wide variety of animals, plants, microbes, and human populations. The approach also emphasizes learning by doing, which in this case means solving numerical or conceptual problems. The rationale behind this is that the use of concepts in problem-solving lead to deeper understanding and longer knowledge retention. This accessible, introductory textbook is aimed principally at students of various levels and abilities (from senior undergraduate to postgraduate) as well as practising scientists in the fields of population genetics, ecology, evolutionary biology, computational biology, bioinformatics, biostatistics, physics, and mathematics.

Download Full-text

Urology simulation boot camp: A perspective from non-UK delegates

Actas Urológicas Españolas (English Edition) ◽

10.1016/j.acuroe.2020.12.004 ◽

2020 ◽

Author(s):

M.O. Sundelin ◽

J.D.C. Silva ◽

A.V. Daele ◽

V. Savopoulos ◽

G.M. Pirola ◽

...

Keyword(s):

Boot Camp

Download Full-text

Oncology boot camp: A preparatory curriculum for advanced pharmacy practice experience students

Journal of Oncology Pharmacy Practice ◽

10.1177/10781552211019116 ◽

2021 ◽

pp. 107815522110191

Author(s):

Bethannee Horn ◽

Lyn Wells ◽

Zachery Halford

Keyword(s):

Student Perceptions ◽

Pharmacy Practice ◽

Boot Camp ◽

Primary Objective ◽

Comfort Level ◽

Post Intervention ◽

Student Knowledge ◽

Survey Tool ◽

Practice Experience ◽

Drug Knowledge

Introduction The primary objective of this study was to evaluate the effectiveness of an autonomous oncology boot camp on Advanced Pharmacy Practice Experience (APPE) student knowledge. Secondary objectives included assessing student perception of the virtual learning experience and overall comfort level with the material. Methods APPE students rotating through our institution between November 2019 and March 2020 were voluntarily enrolled in a 4-hour oncology-focused boot camp, which included five PlayPosit (Denver, CO, USA) interactive video lectures embedded with case-based application questions followed by one comprehensive web-based Quandary (Victoria, BC, Canada) action-maze case. Student learning was measured by a pre- and post-intervention exam. A web survey tool (Qualtrics, Provo, UT, USA) collected student perceptions evaluating their comfort with oncology-specific drug knowledge and APPE rotations tasks. Results Fifty students enrolled in the oncology boot camp, with 100% completing the pre- and post-intervention assessments. Overall, pre-intervention exam scores (mean: 55.4%, SD: 21.8%) improved by 23.2% following the boot camp (mean: 78.6%, SD: 19.2%; p < 0.001). Students performed better on all 10 exam questions, with 6 questions showing a statistically significant improvement (p < 0.05). Forty-five students (90%) completed the perception surveys. Of those, 93% agreed that it effectively reinforced important oncology knowledge, 91% supported the autonomous design, and 82% would recommend the oncology boot camp for future students. Conclusion The boot camp proved to be a beneficial educational tool that enhanced student knowledge and confidence in navigating common oncology concepts. Students valued the ability to independently complete the activities and supported its continuation.

Download Full-text

Bijou: Engaging Young MSM in HIV Care Using a Mobile Health Strategy

Journal of the International Association of Providers of AIDS Care (JIAPAC) ◽

10.1177/23259582211030805 ◽

2021 ◽

Vol 20 ◽

pp. 232595822110308

Author(s):

Tiffany Chenneville ◽

Hunter Drake ◽

Kemesha Gabbidon ◽

Carina Rodriguez ◽

Lisa Hightow-Weidman

Keyword(s):

Health Literacy ◽

Self Efficacy ◽

Retention In Care ◽

Knowledge Retention ◽

Hiv Care ◽

Ehealth Literacy ◽

Literacy Engagement ◽

Southeastern Us ◽

Post Test ◽

Living With Hiv

Young men who have sex with men (YMSM) living with HIV experience challenges with retention in care, which negatively affects viral suppression. To address this, researchers piloted Bijou, a program designed to provide health education through electronically delivered behavior and risk reduction modules. Participants were 29 YMSM aged 19-24 living with HIV from the southeastern US. Participants completed pre, post, and 3-month follow-up (3MFU) surveys assessing knowledge, intervention acceptability, satisfaction, self-efficacy, ehealth literacy, and usability. Findings revealed significant improvement in knowledge and e-health literacy from pre-test to post-test but lost significance at 3MFU. Self-efficacy scores did not show significant differences from pre-test to post-test or 3MFU. Participants who completed all modules considered Bijou usable and acceptable; however, many did not complete the program. Findings suggest a need for adaptations to promote knowledge retention, e-health literacy, engagement over time, and research with a larger, more representative sample.

Download Full-text