scholarly journals LO54: The CanadiEM Junior Editor program: a quantitative study and program evaluation

CJEM ◽  
2019 ◽  
Vol 21 (S1) ◽  
pp. S27
Author(s):  
S. Wakeling ◽  
T. Chan ◽  
B. Thoma
Keyword(s):  
Medical Education ◽  
Community Of Practice ◽  
Online Community ◽  
Multiple Choice Questions ◽  
Allied Health Professionals ◽  
Team Members ◽  
Research Engagement ◽  
Logo Design ◽  
Positive Experiences ◽  
The Impact

Introduction: CanadiEM.org is a multi-author open access medical education website which aims to improve emergency care in Canada by building an online community of practice for healthcare practitioners and providing them with high quality, freely available educational resources. It is used by physicians, allied health professionals, and trainees globally. Junior (medical student and/or resident) Editors are key members of the community who are mentored to advance their academic skills and knowledge for their careers and the healthcare field. The program also aims to increase the sustainability of the CanadiEM project by supporting the creation and publishing of online content. We aimed to assess the impact and efficacy of this program while discovering ways to improve it. Methods: The experience of all current and previous Junior Editors were assessed through a survey developed by the authorship team for this purpose. The survey consisted of 48 questions, including 15 multiple choice questions rated using a Likert Scale, 10 open-ended questions, and 23 demographic or binary yes/no questions. The participants' perceptions of their experience, desire for future involvement, and opinions regarding implementation of the program at other medical education websites were assessed using open-ended qualitative questions. These responses were thematically analyzed. Results: A total of 28 Junior Editors responded (71.7% of those surveyed). They listed their responsibilities as uploading/copyediting posts, authorship of posts, infographic creation, social media promotion, authorship of podcast summaries, editing of podcasts, and logo design. Results revealed a positive experience across all domains, with participants citing a better experience when compared to previous similar roles. 85.7% (24/28) stated they achieved their expectations from the program, and 82.1% (23/28) would incorporate this program into another medical education website if given the opportunity. Conclusion: Junior Editors reported positive experiences across all responsibilities, with particular value placed on digital and authorship skills development, inspiration for future FOAMed, research engagement, and mentorship/networking. Through collaboration with current team members, we will implement improvement initiatives. Based upon these results, we believe that the Junior Editor model may also be viable within other medical education communities.

scholarly journals SP4.2.1 The Global impact of COVID-19 on Surgeons and Team members (GlobalCOST) Study

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Zahra Jaffry ◽  
Anshul Sobti ◽  
Ahmed Negida ◽  
Bijayendra Singh ◽  
Peter Brennan ◽  
...  
Keyword(s):  
Online Survey ◽  
Well Being ◽  
Easy Access ◽  
Allied Health Professionals ◽  
Team Members ◽  
Patient Health ◽  
Social Media Platforms ◽  
Food And Drink ◽  
The Impact ◽  
Positive Effect

Abstract Aims To describe the impact of the COVID-19 pandemic on the well-being of surgeons and allied health professionals across the world and assess the support provided by their institutions. Methods An online survey was distributed through medical organisations, social media platforms and collaborators from the 15th of July to the 15th of December 2020. Results 1590 responses were received. 80.0% were surgeons, 6.4% nurses, 5.3% assistants, 3.1% anaesthetists, 1.4% operating department practitioners and 3.8% classed as other. Of participants, 64.0% had found difficulty gaining access to personal protective equipment (PPE), 29.8% had not received training on its use and 32.0% had become physically ill since the start of the pandemic (59.9% of which were due to COVID-19 symptoms). 29.0% saw a decrease in salary and 35.2% a decrease in time spent with family. Between a time two weeks before the start of the pandemic and after, there was a significant increase in mean scores for depression (4.22 (CI = 3.98-4.46)) and anxiety (2.24 (CI = 2.01-2.46)), based on the Patient Health Questionnaire (PHQ-9) and Generalised Anxiety Disorder Assessment (GAD-7) respectively (p < 0.0001). In terms of support, only 36.0% had easy access to occupational health, 58.5% were able to take regular breaks, 16.5% had access to 24 hour rest facilities and 14.2% to 24 hour food and drink facilities. Conclusions This work has highlighted a need and ways in which to improve conditions for the health workforce. This will inevitably have a positive effect on the care received by patients.

scholarly journals 'I don't feel like I'm learning how to be a doctor': early insights regarding the impact of Covid-19 on UK medical student professional identity

2021 ◽  
Author(s):  
Anna Harvey ◽  
Megan EL Brown ◽  
Matthew H V Byrne ◽  
Laith Alexander ◽  
Jonathan CM Wan ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Identity Development ◽  
Professional Identity ◽  
Community Of Practice ◽  
Medical Community ◽  
Clinical Environment ◽  
Professional Identity Development ◽  
The Uk ◽  
The Impact

Phenomenon Professional identity development is recognised as a core goal of medical education alongside knowledge and skill acquisition. Identity is a complex entity that can be conceptualised as externally influenced, but individually constructed. Integration from legitimate bystander to "old timer" of the medical community of practice provides a backdrop for individual negotiation of professional identity. During Covid-19, the medical community of practice and education experienced significant disruption. We sought to investigate how these disruptions impacted professional identity development by examining conflicts between students' identities highlighted by the pressures of the pandemic. Approach A mixed-methods survey was distributed to medical students in the UK. The survey was active from 2nd May to 15th June 2020, during the height of the first wave of the Covid-19 pandemic in the UK. Operating within the paradigm of constructivism, we conducted a reflexive thematic analysis of qualitative responses. Analysis was focused around the disruption to medical education, actions taken by medical students during this disruption, and the tension between student actions where they existed in conflict. Findings Three themes were constructed to describe the identities that participants felt were in conflict during the first wave of the Covid-19 pandemic: Status and role as a future doctor; status and role as a student; and status and role as a member of the wider community. Students noted that lack of clinical exposure was detrimental to their education, implicitly recognising that many aspects of professional identity formation are forged in the clinical environment. Participants were keen to volunteer clinically but struggled to balance this with academic work. Participants worried about the risk to their families and the wider community, and wanted to ensure that their skills would add value to the clinical environment. Volunteers felt frustrated when they were unable to perform tasks which aligned with their identities future doctors, with the exception of participants who worked as interim FY1s (FiY1s), which aligned well with the roles of FY1s. Insights As hypothesised, the participants in this study experienced disruptions to their professional identity development during the first wave of the Covid-19 pandemic in 2020. This work provides early evidence, collected at the beginning of the pandemic, that the effects of disruptions to professional identity development were wide-reaching, often negative, and represent an important topic for future exploration. Given that the pandemic has highlighted areas of identity tension, these findings have the potential to provide insight into how medical training can better nurture professional identity development during and beyond international crises.

scholarly journals LO30: Using a Massive Online Needs Assessment (MONA) to develop a Free Open Access Medical education (FOAM) curriculum

CJEM ◽  
2017 ◽  
Vol 19 (S1) ◽  
pp. S37-S38
Author(s):  
D. Jo ◽  
K. de Wit ◽  
V. Bhagirath ◽  
L. Castellucci ◽  
C. Yeh ◽  
...  
Keyword(s):  
Medical Education ◽  
Open Access ◽  
Needs Assessment ◽  
Online Community ◽  
Online Survey ◽  
Online Resources ◽  
Free Text ◽  
Multiple Choice Questions ◽  
Knowledge Gaps ◽  
Learner Centered

Introduction/Innovation Concept: The boom in online educational resources for medical education over the past decade has changed how physicians learn and keep up to date with new literature. While nearly all emergency medicine residents use online resources, few of these resources were designed to target knowledge gaps. Novel methods are required to identify learning needs to allow the targeted development of learner-centered curricula. Methods: A multidisciplinary team attempted to determine the feasibility of conducting a Massive Online Needs Assessment (MONA) to assess the perceived and unperceived educational needs in thrombosis and bleeding. An open, online survey was launched via Google Forms and disseminated using the online educational resource CanadiEM.org and social media platforms Twitter and Facebook with the goal of reaching participants of the Free Open Access Medical education (FOAM) community. Curriculum, Tool, or Material: The survey was designed to identify knowledge gaps and contained demographic, free text, and multiple choice questions. It took individuals approximately 30 minutes to complete and was incentivized with entry into a draw for one of four $250 Amazon Gift cards. Feasibility was defined a priori as 150 responses from at least 4 specialties in 4 or more countries. This sample was deemed the minimum number required to identify knowledge gaps (defined as <50% correct answers). The survey was open from September 20 to December 10, 2016. We received 198 complete responses from 20 countries. Respondents included staff physicians (n=109), residents (n=46), medical students (n=29), nurses (n=8), paramedics (n=4), a pharmacist (n=1) and a physician assistant (n=1). The survey entry page hosted on CanadiEM.org received page views from 866 unique IP addresses. As such, a conservative approximation of the completion rate per unique viewer was 22% (198/866). Conclusion: It is feasible to use a MONA to collect data on the perceived and unperceived needs of an online community. Such needs assessments could be used to make online resources more learner-centered.

scholarly journals Development of the Pre-Professional Identity of Vocational Students during Their Training through a Program Based on OER-Enabled Pedagogy and an Online Community of Practice

2021 ◽  
Vol 14 (1) ◽  
pp. 356
Author(s):  
Fulgencio Sánchez Vera ◽  
Anastasia Tellez Infantes ◽  
Javier Eloy Martínez Guirao ◽  
Fina Antón Hurtado
Keyword(s):  
Academic Success ◽  
Professional Identity ◽  
Community Of Practice ◽  
Online Community ◽  
Qualitative Data ◽  
Vocational Students ◽  
Anthropological Perspective ◽  
Global Space ◽  
The Commons ◽  
The Impact

Online professional communities based on sharing under open licenses have become a new way of building knowledge, learning and professional development of the participants who build and expand their professional identity in the new global space. These new dynamics of cyberculture are not being sufficiently explored in the training of vocational students. However, open pedagogy models can foster pre-professional identity, influence academic success and self-perception, as well as contribute to the commons. In this study, we have investigated from the anthropological perspective, the impact of a training program based on an open pedagogy model. Specifically, we have investigated the effect on the pre-professional identity and the academic results of vocational students, as well as on the development of the commons of their profession. Methodologically, we have combined the bibliographic review with the empirical, quantitative, and qualitative data, collected in the ethnographic fieldwork carried out during two academic years on 77 students of “Microcomputer Systems and Networks”, in a vocational center located in the Community of Valencia (Spain). The results indicate that this methodology promotes, among students, the development of pre-professional identity, a better understanding of copyright and open licenses, appreciation of the documentation processes of their tasks, and the value of their works for society.

scholarly journals Huddle Up! A Comprehensive Approach to Improving Interdisciplinary Huddle in a VA Geriatric Primary Care Clinic

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 13-13
Author(s):  
Juliana Wilking-Johnson ◽  
Joleen Sussman
Keyword(s):  
Primary Care ◽  
Geriatric Medicine ◽  
Primary Care Clinic ◽  
Post Intervention ◽  
Allied Health Professionals ◽  
Care Clinic ◽  
Team Members ◽  
Needed Information ◽  
Initial Survey ◽  
The Impact

Abstract Spending time in brief meetings or “huddles” is associated with greater job satisfaction and less burnout, especially when team members have mutually agreed upon goals and can participate in decision-making. However, huddles are often unproductive and may have opposite the intended effect if not tailored to the specific team involved. We sent a survey to all members of our VA Geriatric primary care team (including geriatric medicine fellows, social work, psychology, audiology, pharmacy, faculty and support staff) asking them to rate our huddle’s impact on their stress level, efficiency, learning, preparedness and feeling supported at work. Responders indicated if they received needed information and if they understood what information was needed from them. We then held a team meeting to establish mutually agreed upon goals, expectations and organization of huddle, which were then reinforced with visual and timer reminders. After 6 weeks utilizing the new format, we administered a post intervention survey assessing the impact of the change. The initial survey revealed that the geriatric medicine fellows had worse ratings than other trainees, staff, and faculty. Fellows were more likely to say that they did not know what information was needed from them; and they did not receive information needed from others. The follow up survey showed improvement in all scores among geriatrics medicine fellows and allied health professionals, including 100% of respondents indicating they receive needed information. Overall, comments regarding the intervention were positive, demonstrating that a structured, organized huddle tailored to a specific team, can be beneficial.

THE IMPACT OF LEADERSHIP PRACTICES TO TEAM MEMBERS’ SATISFACTION

2009 ◽  
Vol 8 (1) ◽  
Author(s):  
Chalimah .
Keyword(s):  
Conflict Resolution ◽  
Leadership Practices ◽  
Hotel Industry ◽  
Leader Behavior ◽  
Team Leader ◽  
Shop Floor ◽  
Team Members ◽  
Top Executives ◽  
Wide Range ◽  
The Impact

eamwork is becoming increasingly important to wide range of operations. It applies to all levels of the company. It is just as important for top executives as it is to middle management, supervisors and shop floor workers. Poor teamwork at any level or between levels can seriously damage organizational effectiveness. The focus of this paper was therefore to examine whether leadership practices consist of team leader behavior, conflict resolution style and openness in communication significantly influenced the team member’s satisfaction in hotel industry. Result indicates that team leader behavior and the conflict resolution style significantly influenced team member satisfaction. It was surprising that openness in communication did not affect significantly to the team members’ satisfaction.

59. General medicine residents' perception of the mini-CEXs

2007 ◽  
Vol 30 (4) ◽  
pp. 61
Author(s):  
S. Malhotra ◽  
R. Hatala ◽  
C.-A. Courneya
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Focus Group ◽  
Qualitative Study ◽  
Focus Groups ◽  
General Medicine ◽  
Clinical History ◽  
Phenomenological Approach ◽  
Medical Teacher ◽  
The Impact

The mini-CEX is a 30 minute observed clinical encounter. It can be done in the outpatient, inpatient or emergency room setting. It strives to look at several parameters including a clinical history, physical, professionalism and overall clinical competence. Trainees are rated using a 9-point scoring system: 1-3 unsatisfactory, 4-6 satisfactory and 7-9 superior. Eight months after the introduction of the mini-CEX to the core University of British Columbia Internal Medicine Residents, a one hour semi-structured focus group for residents in each of the three years took place. The focus groups were conducted by an independent moderator, audio-recorded and transcribed. Using a phenomenological approach the comments made by the focus groups participants were read independently by three authors, organized into major themes. In doing so, several intriguing common patterns were revealed on how General Medicine Residents perceive their experience in completing a mini-CEX. The themes include Education, Assessment and Preparation for the Royal College of Physicians and Surgeons Internal Medicine exam. Resident learners perceived that the mini-CEX process provided insight into their clinical strengths and weaknesses. Focus group participants favored that the mini-CEX experience will benefit them in preparation, and successful completion of their licensing exam. Daelmans HE, Overmeer RM, van der Hem-Stockroos HH, Scherpbier AJ, Stehouwer CD, van der Vleuten CP. In-training assessment: qualitative study of effects on supervision and feedback in an undergraduate clinical rotation. Medical Education 2006; 40(1):51-8. De Lima AA, Henquin R, Thierer J, Paulin J, Lamari S, Belcastro F, Van der Vleuten CPM. A qualitative study of the impact on learning of the mini clinical evaluation exercise in postgraduate training. Medical Teacher January 2005; 27(1):46-52. DiCicco-Bloom B, Crabtree BF. The Qualitative Research Interview. Medical Education 2006; 40:314-32.

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 Exploring the Relationship between Communication and Success of Construction Projects: The Mediating Role of Conflict

2021 ◽  
Vol 13 (8) ◽  
pp. 4513
Author(s):  
Summaira Malik ◽  
Muhammad Taqi ◽  
José Moleiro Martins ◽  
Mário Nuno Mata ◽  
João Manuel Pereira ◽  
...  
Keyword(s):  
Project Success ◽  
Negative Impact ◽  
Positive Impact ◽  
Construction Project ◽  
Project Team ◽  
Relationship Conflict ◽  
Team Members ◽  
Mediating Role ◽  
The Impact

The success of a construction project is a widely discussed topic, even today, and there exists a difference of opinion. The impact of communication and conflict on project success is an important, but least addressed, issue in literature, especially in the case of underdeveloped countries. Miscommunication and conflict not only hinder the success of a project but also may lead to conflicts. The focus of this paper was to examine the impact of communication on project success with the mediating role of conflict. By using SPSS, demographics, descriptive statistics and correlation were determined. Smart PLS version 3.0 was used for confirmatory factor analysis (CFA), internal accuracy and validity estimates, hypothesis checking and mediation testing. The results showed that formal communication has a negative impact on the success of a construction project, resulting in conflicts among project team members, whereas informal communication and communication willingness have a positive impact on project success because people tend to know each other, and trust is developed. Task, process and relationship conflicts were used as mediating variables. It was found that task conflict effects the relations positively because project team members suggest different ways to do a certain task, and, hence, project success is achieved. On the contrary, process conflict and relationship conflict have a negative impact on communication and project success. Both of these conflicts lead to miscommunication, and project success is compromised. Hence, it is the responsibility of the project manager to enhance communication among project team members and to reduce the detrimental effects of process and relationship conflict on project success.

scholarly journals An evaluation of the implementation of quality improvement (QI) in primary care dentistry: a multi-method approach

2021 ◽  
Vol 10 (2) ◽  
pp. e000839
Author(s):  
Heather Cassie ◽  
Vinay Mistry ◽  
Laura Beaton ◽  
Irene Black ◽  
Janet E Clarkson ◽  
...  
Keyword(s):  
Primary Care ◽  
Quality Improvement ◽  
Case Studies ◽  
Quality Care ◽  
Theoretical Domains Framework ◽  
Team Members ◽  
Knowledge And Skills ◽  
Scottish Government ◽  
The Impact

ObjectivesEnsuring that healthcare is patient-centred, safe and harm free is the cornerstone of the NHS. The Scottish Patient Safety Programme (SPSP) is a national initiative to support the provision of safe, high-quality care. SPSP promotes a coordinated approach to quality improvement (QI) in primary care by providing evidence-based methods, such as the Institute for Healthcare Improvement’s Breakthrough Series Collaborative methodology. These methods are relatively untested within dentistry. The aim of this study was to evaluate the impact to inform the development and implementation of improvement collaboratives as a means for QI in primary care dentistry.DesignA multimethod study underpinned by the Theoretical Domains Framework and the Kirkpatrick model. Quantitative data were collected using baseline and follow-up questionnaires, designed to explore beliefs and behaviours towards improving quality in practice. Qualitative data were gathered using interviews with dental team members and practice-based case studies.ResultsOne hundred and eleven dental team members completed the baseline questionnaire. Follow-up questionnaires were returned by 79 team members. Twelve practices, including two case studies, participated in evaluation interviews. Findings identified positive beliefs and increased knowledge and skills towards QI, as well as increased confidence about using QI methodologies in practice. Barriers included time, poor patient and team engagement, communication and leadership. Facilitators included team working, clear roles, strong leadership, training, peer support and visible benefits. Participants’ knowledge and skills were identified as an area for improvement.ConclusionsFindings demonstrate increased knowledge, skills and confidence in relation to QI methodology and highlight areas for improvement. This is an example of partnership working between the Scottish Government and NHSScotland towards a shared ambition to provide safe care to every patient. More work is required to evaluate the sustainability and transferability of improvement collaboratives as a means for QI in dentistry and wider primary care.

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