Stakeholders' perspective about their engagement in developing a competency-based nursing baccalaureate curriculum: A qualitative study

2020 ◽  
Vol 36 (3) ◽  
pp. 141-146
Author(s):  
Michele Virgolesi ◽  
Anna Marchetti ◽  
Gianluca Pucciarelli ◽  
Valentina Biagioli ◽  
Ausilia Maria Lucia Pulimeno ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Competency Based ◽  
Baccalaureate Curriculum

scholarly journals Patients and hospital managers want laparoscopic simulation training to become mandatory before live operating: a multicentre qualitative study of stakeholder perceptions

2018 ◽  
Vol 5 (1) ◽  
pp. 39-45 ◽  
Author(s):  
Jessica Preshaw ◽  
Dimitrios Siassakos ◽  
Mark James ◽  
Timothy Draycott ◽  
Sanjay Vyas ◽  
...  
Keyword(s):  
Patient Safety ◽  
Laparoscopic Surgery ◽  
Qualitative Study ◽  
Human Error ◽  
Simulation Training ◽  
Surgical Simulation ◽  
Successful Implementation ◽  
Hospital Managers ◽  
Initial Learning ◽  
Competency Based

BackgroundSurgical procedures are complex and susceptible to human error. Individual surgical skill correlates with improved patient outcomes demonstrating that surgical proficiency is vitally important for patient safety. Evidence demonstrates that simulation training improves laparoscopic surgical skills; however, projects to implement and integrate laparoscopic simulation into core surgical curricula have had varied success. One barrier to successful implementation has been the lack of awareness and prioritisation of simulation initiatives by key stakeholders.ObjectiveTo determine the knowledge and perceptions of patients and hospital managers on laparoscopic surgery and simulation training in patient safety and healthcare.MethodA qualitative study was conducted in the Southwest of England. 40 semistructured interviews were undertaken with patients attending general gynaecology clinics and general surgical and gynaecology hospital managers.ResultsSix key themes identified included: positive expectations of laparoscopic surgery; perceptions of problems and financial implications of laparoscopic surgery; lack of awareness of difficulties with surgical training; desire for laparoscopic simulation training and competency testing for patient benefit; conflicting priorities of laparoscopic simulation in healthcare; and drawbacks of surgical simulation training. Patients and managers were largely unaware of the risks of laparoscopic surgery and challenges for training. Managers highlighted conflicting financial priorities when purchasing educational equipment. Patients stated that they would have greater confidence in a surgeon who had undertaken mandatory surgical simulation training and perceived purchasing simulation equipment to be a high priority in the National Health Services. Most patients and hospital managers believed trainees should pass an examination on a simulator prior to live operating.ConclusionsCompetency-based mandatory laparoscopic simulation was strongly supported by the majority of stakeholders to augment the initial learning curve of surgeons.

scholarly journals Integrating behavioral and social sciences components into a competency-based MD program curriculum: A qualitative study on opinions of faculty members

2017 ◽  
Vol 31 (1) ◽  
pp. 96-103 ◽  
Author(s):  
Shahnam Sedigh Maroufi ◽  
Shoaleh Bigdeli ◽  
Ladan Fata ◽  
Seyed Kamran Soltani Arabshahi ◽  
◽  
...  
Keyword(s):  
Social Sciences ◽  
Qualitative Study ◽  
Faculty Members ◽  
Competency Based

Qualitative Study Exploring Implementation of a Point-of-Care Competency-Based Lumbar Puncture Program Across Institutions

2016 ◽  
Vol 16 (7) ◽  
pp. 621-629 ◽  
Author(s):  
Julie R. Pasternack ◽  
Rita Dadiz ◽  
Ryan McBeth ◽  
James M. Gerard ◽  
Daniel Scherzer ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Lumbar Puncture ◽  
Point Of Care ◽  
Competency Based

scholarly journals MOOC Makers: Professors’ Experiences With Developing and Delivering MOOCs

2018 ◽  
Vol 19 (4) ◽  
Author(s):  
Stephanie Blackmon
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Online Courses ◽  
Educational Resources ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Educational Initiatives ◽  
Competency Based

Massive open online courses (MOOCs) have been described as purposeful educational resources for teaching, open educational initiatives, competency-based learning, and the like. They have also been described as an agent of higher education’s deterioration. Although MOOCs are often discussed in terms of their current and future usefulness, or lack thereof, in higher education contexts, very little data exists on professors’ experiences creating and teaching these courses. Therefore, I conducted a qualitative study, more specifically a phenomenography, to examine professors’ experiences with developing and teaching a MOOC. Data include their thoughts on why they decided to teach a MOOC and the benefits and challenges associated with making and teaching a MOOC. 

scholarly journals Qualitative study to identify the perception and challenges faced by the faculty of community medicine in the implementation of competency-based medical education for postgraduate students

2019 ◽  
Vol 7 (1) ◽  
pp. e000043
Author(s):  
Saurabh Rambiharilal Shrivastava ◽  
Prateek Saurabh Shrivastava
Keyword(s):  
Medical Education ◽  
Qualitative Study ◽  
Faculty Members ◽  
Community Medicine ◽  
Competency Based Medical Education ◽  
Postgraduate Students ◽  
Professional Activities ◽  
Competency Based ◽  
Key Aspects ◽  
The Relationship

ObjectivesTo identify perception about the key aspects of competency-based medical education (CBME) among community medicine faculty members and to ascertain the various challenges faced by them during its implementation.MethodsA descriptive qualitative study of 2 months’ duration was conducted among the faculty members of the community medicine department. Non-probability purposive sampling was employed in the study. Free listing was done initially to elicit the views of faculty members to meet the intended objectives. Visual Anthropac software was used to identify the salient variables using Smith’s Salience Score, and then pile sorting was done to identify the association between the salient variables.ResultsThree faculty members participated in the free listing and pile sorting. A total of 20 responses were obtained pertaining to the key aspects of CBME, of which 12 were identified as the salient variables depending on the cut-off value of 0.125 (Smith’s Salience Score) and subjected to pile sorting. Similarly, eight challenges were identified in the implementation of the programme during the free listing, and all were included in the second stage of pile sorting. Cognitive maps were drawn to understand the relationship between the key aspects of CBME and involved challenges separately.ConclusionOn employing the free listing and pile sorting methods, formulation of entrustable professional activities and their assessment using appropriate tools were the identified crucial areas in CBME, while the lack of sensitisation of stakeholders and inadequate planning were identified as the predominant challenges in the implementation of CBME.

Facilitators and barriers to a nationwide implementation of competency-based postgraduate medical curricula: A qualitative study

2012 ◽  
Vol 34 (8) ◽  
pp. e589-e602 ◽  
Author(s):  
E. Jippes ◽  
S.J. Van Luijk ◽  
J. Pols ◽  
M.C. Achterkamp ◽  
P.L.P. Brand ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Medical Curricula ◽  
Competency Based ◽  
Facilitators And Barriers ◽  
Nationwide Implementation

scholarly journals Dentistry Faculty Members’ Lived Experiences of Obstacles in Institutionalizing Performance Assessments to Implement Professional Competency-Based Evaluation: A Qualitative Study

2021 ◽  
Author(s):  
Nemat Bilan ◽  
Saeid Foroughi Moghaddam ◽  
Hakimeh Hazrati ◽  
Ramin Negahdari
Keyword(s):  
Medical Education ◽  
Focus Group ◽  
Qualitative Study ◽  
Lived Experiences ◽  
Clinical Skills ◽  
Evaluation Methods ◽  
Performance Assessments ◽  
Faculty Members ◽  
Professional Competency ◽  
Competency Based

Abstract Background Evaluation is one of the main components of the learning and teaching process, which indicates the achievement rate of educational goals and also quality of education. The objective of this study was to evaluate dentistry faculty members’ lived experiences of obstacles in institutionalizing performance assessments to implement professional competency-based evaluation as a qualitative study.Methods This study was conducted with a qualitative approach by using a semi-structured interview in a focus group discussion, in which the experiences of clinical dentistry faculty members regarding obstacles of using performance assessments and faculty members’ approaches to conducting professional competency-based evaluation were analyzed. The participants of the study were faculty members of the dentistry and medical education faculties. The purposive sampling technique was used and continued until reaching saturation. Five focus group discussions were conducted with 14 dentistry faculty members and three medical education faculty members. The data was analyzed by using thematic analysis.Results Analysis of interviews yielded 450 codes which were placed in three general categories of “current condition of clinical education”, “obstacles of implementing new evaluation methods”, and “requirements for effective evaluation of clinical skills”.Conclusions Based on the analysis of dentistry faculty members’ responses, creating changes by the faculty members appeared to be necessary. They are in fact moving towards creating changes in traditional evaluation methods. This change of paradigm requires support from the department and provision of infrastructures is deemed necessary. Also, in order to enhance motivation, spiritual support of the active faculty members should be taken into consideration and educational innovation should find its place in the promotion of faculty members.

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