Assessment of Obstetric and Gynecology Residents: An Assessment of Attitudes before and after Initiation of a Robotic Training Curriculum

2021 ◽  
Vol 28 (11) ◽  
pp. S90
Author(s):  
M.E. Pumphrey ◽  
L. Fouad
Keyword(s):  
Training Curriculum ◽  
Robotic Training ◽  
Before And After

scholarly journals Developing a Dementia Care Training Curriculum for Registered Dietitians

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 443-444
Author(s):  
Joy Douglas ◽  
Christine Ferguson ◽  
Beth Nolan
Keyword(s):  
Experiential Learning ◽  
Healthcare Providers ◽  
Dementia Care ◽  
Learning Needs ◽  
Training Curriculum ◽  
Registered Dietitians ◽  
Development Team ◽  
Average Percentage ◽  
Before And After ◽  
Care Training

Abstract Research supports the need for healthcare providers who are trained in providing care to older adults with dementia. However, few training options exist for Registered Dietitians (RDs) seeking dementia care training that is specific to nutrition. The purpose of this project was to adapt an existing dementia care training curriculum to meet the learning needs of RDs. The development team included two experts in dementia training and two RDs with expertise in gerontological nutrition. The new training module was based on the existing Positive Approach to Care™ (PAC) curriculum, which incorporates Kolb’s Experiential Learning Theory and the Adult Experiential Learning Cycle. The development team first identified learning objectives for content that would be relevant to RDs who work with persons living with dementia, and modified components of the existing PAC curriculum to meet these objectives. After a preliminary pilot, the 2-hour program was presented to 20 RDs using a combination of lecture presentation, experiential learning, and skill-building techniques. Participants were provided written materials to reinforce the concepts presented. Participants answered five dementia-specific questions before and after the training, and overall, the average percentage of correct answers improved following the training. Two weeks following the training, participants completed an open-ended survey to provide feedback on the training. Participants responded favorably to the mixed learning formats in the training. When asked to rank their preferred learning methods, participants indicated lecture-based learning and experiential learning as their top preferred methods. These findings indicate that the adapted curriculum may improve dementia knowledge among RDs.

scholarly journals A New EHR Training Curriculum and Assessment for Pediatric Residents

2017 ◽  
Vol 08 (04) ◽  
pp. 0994-1002 ◽  
Author(s):  
Kathryn Stroup ◽  
Benjamin Sanders ◽  
Bruce Bernstein ◽  
Leah Scherzer ◽  
Lee Pachter
Keyword(s):  
Clinical Education ◽  
Self Efficacy ◽  
Phase 1 ◽  
Role Playing ◽  
Training Curriculum ◽  
Before And After ◽  
Time Required ◽  
Conventional Classroom ◽  
Proficiency Scores ◽  
Survey Responses

Background Conventional classroom Electronic Health Record (EHR) training is often insufficient for new EHR users. Studies suggest that enhanced training with a hands-on approach and closely supported clinical use is beneficial. Objectives Our goals were to develop an enhanced EHR learning curriculum for Post Graduate Year 1 (PGY1) residents and measure changes in EHR skill proficiency, efficiency, and self-efficacy. Methods A novel three-phase, multimodal enhanced EHR curriculum was designed for a cohort of PGY1 residents. After basic training, residents began phase 1 of enhanced training, including demonstrations, live practice, and order set review. Phase 2 involved skills-oriented assignments, role playing, and medication entry. Phase 3 included shadowing, scribing histories, and supervised order entry. Residents' EHR skills and attitudes were measured and compared before and after the enhanced curriculum via proficiency test and a survey of efficiency and self-efficacy. Results Nineteen of 26 PGY1 residents participated in the study (73%). There was significant improvement in mean proficiency scores and two of the five individual proficiency scores. There were significant improvements in most efficiency survey responses from pre- to postintervention. For the self-efficacy presurvey, many PGY1s reported to be “very” or “somewhat confident” performing each of the five tasks, and perceptions did not improve or worsened on most postsurvey responses. The greatest resource was the time required to design and deliver the enhanced training. Conclusion An enhanced training curriculum along with a proficiency assessment was developed and described here. An enhanced training curriculum significantly improved PGY1 EHR efficiency and some measures of proficiency but not self-efficacy. This intervention may support improved EHR-related clinic workflows, which ultimately could enable residents and preceptors to prioritize patient care and time for clinical education.

scholarly journals The Development of Online Training Curriculum base on Micro Learning and Online Social Network for Teacher in 21st Century in Test Construction Topic

2021 ◽  
Vol 58 (1) ◽  
pp. 1310-1313
Author(s):  
Ruangdech Sirikit, Panwasn Mahalawalert, Areeya Sriprasert
Keyword(s):  
Social Network ◽  
21St Century ◽  
Online Social Network ◽  
Online Training ◽  
Simple Random Sampling ◽  
Test Construction ◽  
Training Curriculum ◽  
Trained Teacher ◽  
Before And After ◽  
Micro Learning

The objectives of this research were 1) to develop the online training curriculum based on Micro Learning and Online Social Network for 21st century teachers on test creation, and 2) to evaluate the effectiveness of the online training curriculum based on Micro Learning and Online Social Network for 21st century teachers on test creation.             The methodology was divided into 2 steps:Step 1was the development of the online training curriculum based on Micro Learning and Online Social Network for 21st century teachers on test creation by studying the problems and demands in examination creating including the demand on online training for Bangkok schools’ teachers and executives using questionnaires. After that the information data gained from step 1 was used to design and develop the training curriculum then quality checked by the expert. The result found that the developed online training curriculum was in the highest suitability level. Step 2 was the effectiveness evaluation of the online training curriculum based on Micro Learning and Online Social Network for 21st century teachers on test creation by using the developed training curriculum with 30 Bangkok teachers from simple random sampling from the respondents in step 1 and willing to participate in online training on test creation. The result found that 1) the evaluation on the teachers’ test creation ability compared to the ability before and after joining the training from development scores of each trained teacher – 2 teachers (6.67%) performed very high development, 21 teachers (70.00%) performed high development and 7 teachers (23.33%) performed moderate development and 2) the quality evaluation in accordance with the assessment standards of The Joint Committee on Standards for Educational Evaluation which was evaluated by 30 participating teachers and executives of the 30 teachers were in good level for 4 standards. The standard with the highest mean was propriety standards (  ̅̅ = 4.78). The next one was feasibility standards (  ̅= 4.74), Utility standards (  ̅= 4.71) and accuracy standards (  ̅= 4.64), respectively.

Pilot Validation Study of the European Association of Urology Robotic Training Curriculum

2015 ◽  
Vol 68 (2) ◽  
pp. 292-299 ◽  
Author(s):  
Alessandro Volpe ◽  
Kamran Ahmed ◽  
Prokar Dasgupta ◽  
Vincenzo Ficarra ◽  
Giacomo Novara ◽  
...  
Keyword(s):  
Validation Study ◽  
European Association ◽  
Training Curriculum ◽  
Robotic Training ◽  
European Association Of Urology

scholarly journals A Standardized Robotic Training Curriculum in a General Surgery Program

2019 ◽  
Vol 23 (4) ◽  
pp. e2019.00045 ◽  
Author(s):  
Harley Moit ◽  
Anthony Dwyer ◽  
Michelle De Sutter ◽  
Sally Heinzel ◽  
David Crawford
Keyword(s):  
General Surgery ◽  
Training Curriculum ◽  
Robotic Training

Impact of Early Exposure to Robotic Surgery Among Pre-clinical Medical Students on Career Choice and Simulation Skills

2021 ◽  
pp. 000313482110474
Author(s):  
Hector J. Garcia-Chavez ◽  
Denny Scaria ◽  
Thomas Read ◽  
Atif Iqbal
Keyword(s):  
Medical Students ◽  
Robotic Surgery ◽  
Career Choice ◽  
Positive Impact ◽  
Early Exposure ◽  
Robotic Training ◽  
Robotic Simulation ◽  
Before And After ◽  
Surgical Career ◽  
And Performance

We aimed to assess whether early exposure of medical students to robotic surgery training influences their interest in a surgical career and improves scores on objective simulation tasks. Medical students were invited to participate in robotic online training modules, robotic simulation exercises followed by a hands-on robotic dry-lab session. Pre- and post-simulator scores were recorded. A 29-question anonymous survey was recorded before and after the lab. Seventy percent reported that the training had a positive impact on influencing their decision to pursue a general surgery career. Students showed significantly improved skill and performance on simulation activities post-training. After the training, students felt knowledgeable about robotics, more comfortable operating robotically, and thought that robotic surgery would hold a significant place in the future of surgery. Exposing students to robotic training positively impacts their perception of surgery as a career choice and results in improvement in objective scores on simulation tasks.

1054 Validation of the European Association of Urology robotic training curriculum: Pilot study III

2016 ◽  
Vol 15 (3) ◽  
pp. e1054 ◽  
Author(s):  
G. Novara ◽  
G. Gandaglia ◽  
K. Ahmed ◽  
P. Dasgupta ◽  
H. Van Der Poel ◽  
...  
Keyword(s):  
Pilot Study ◽  
European Association ◽  
Training Curriculum ◽  
Robotic Training ◽  
European Association Of Urology

scholarly journals Changes in attentional resources during the acquisition of laparoscopic surgical skills

BJS Open ◽  
2020 ◽  
Vol 5 (2) ◽  
Author(s):  
M Thomaschewski ◽  
M Heldmann ◽  
J C Uter ◽  
D Varbelow ◽  
T F Münte ◽  
...  
Keyword(s):  
Secondary Task ◽  
Reaction Times ◽  
Skills Training ◽  
Detection Task ◽  
Surgical Skills ◽  
Training Curriculum ◽  
P300 Component ◽  
Auditory Detection ◽  
Before And After ◽  
Mental Resources

Abstract Background Increasing familiarity and practice might free up mental resources during laparoscopic surgical skills training. The aim of the study was to track changes in mental resource allocation during acquisition of laparoscopic surgical skills. Methods Medical students with no previous experience in laparoscopic surgery took part in a 5-week laparoscopic training curriculum. At the beginning and end of the training period, one of the training tasks was combined with a secondary auditory detection task that required pressing a foot switch for defined target tones, creating a dual-task situation. During execution of the two concurrent tasks, continuous electroencephalographic measurements were made, with special attention to the P300 component, an index of mental resources. Accuracy and reaction times of the secondary task were determined. Results All 14 participants successfully completed the training curriculum. Target times for successful completion of individual tasks decreased significantly during training sessions (P  <0.001 for all tasks). Comparing results before and after training showed a significant decrease in event-related brain potential amplitude at the parietal electrode cluster (P300 component, W = 67, P = 0.026), but there were no differences in accuracy (percentage correct responses: W = 48, P = 0.518) or reaction times (W = 42, P = 0.850) in the auditory detection task. Conclusion The P300 decrease in the secondary task over training demonstrated a shift of mental resources to the primary task: the surgical exercise. This indicates that, with more practice, mental resources are freed up for additional tasks.

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