scholarly journals Measurement and Estimation of GFR for Use in Clinical Practice: Core Curriculum 2021

2021 ◽  
Author(s):  
Lesley A. Inker ◽  
Silvia Titan
Keyword(s):  
Clinical Practice ◽  
Core Curriculum

scholarly journals The use of portfolios for continuing assessment of physiotherapy students in clinical practice settings

2004 ◽  
Vol 60 (4) ◽  
Author(s):  
N. Naidoo
Keyword(s):  
Clinical Practice ◽  
South African ◽  
Core Curriculum ◽  
Portfolio Assessment ◽  
Assessment Process ◽  
Continuous Assessment ◽  
Physiotherapy Student ◽  
Life Long Learning ◽  
Self Development ◽  
Physiotherapy Students

Many and varied methods of assessment are used to evaluate undergraduate physiotherapy students. Different modes of assessment occur as a result of contrasting educational theories and because the purpose of assessment is variable. In this era of performance assessment related to  the students’ mastery of the core curriculum, portfolios can enhance the assessment process by revealing a range of skills and understandings. This fits snugly into the physiotherapy curriculum for undergraduate continuous assessment purposes. Portfolio assessment can facilitate more reflection on students’ learning, more ownership of learning and more awareness of self-development. This supports the South African Qualifications Authority’s objective for higher education of reflection and life-long learning in our students. This article presents discussion on the use of portfolios in physiotherapy student learning and assessment in clinical practice.

Small Nations, Large Impact: The Caribbean Regional Midwives Association

2015 ◽  
Vol 5 (4) ◽  
pp. 180-187 ◽  
Author(s):  
Debrah Lewis ◽  
Marcia Rollock ◽  
Margaret Marshall ◽  
Catherine Carr ◽  
Judith Fullerton
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Core Curriculum ◽  
Large Impact ◽  
Caribbean Region ◽  
The Caribbean ◽  
The Voice

This article presents an overview of the emergence of professional midwifery in the Caribbean region, beginning with colonial tradition, and linkages with nursing education and practice. Recent actions taken to strengthen the voice of midwifery as an autonomous profession are then described, including the vision for development of a Caribbean Regional Midwives Association (CRMA), which anticipates recognition as a new member status by the International Confederation of Midwives. CRMA members are engaged in efforts to build individual practitioner capacity in clinical practice and education, through shared activities and resources. CRMA members are also working toward regionalization of a midwifery core curriculum and common standards for regulation.

scholarly journals A Geriatric Core Curriculum for Undergraduate Dental Students

2020 ◽  
Author(s):  
Anna K. Stuck ◽  
Martin Schimmel
Keyword(s):  
Clinical Practice ◽  
Pilot Study ◽  
Student Satisfaction ◽  
Core Curriculum ◽  
Dental Students ◽  
Learning Objectives ◽  
Real Patient ◽  
Decision Making Capacity ◽  
Future Clinical Practice ◽  
Case Based

Abstract BackgroundIt is well-accepted that graduating dentists require geriatric competencies to ensure proper treatment of their elderly patients. Nevertheless, geriatric competencies in a curriculum for undergraduate dental students are often not adequately addressed. Thus, the purpose is to develop an efficient teaching model covering geriatric competencies in a dedicated geriatric core curriculum instructed by a geriatrician.MethodsTo design and develop a geriatric core curriculum, we selected domains based on clinical relevance for dental practice and specified learning objectives, aligning them to discrete competency levels. We used a case-based approach and developed real patient and/or clinical practice scenarios to elaborate the geriatric domains. In a pilot study, we implemented this geriatric core curriculum. Student satisfaction was evaluated using a feedback survey.ResultsOur geriatric core curriculum was successfully implemented for undergraduate dental students in this pilot study. Detailed learning objectives for each domain aligned to corresponding competency levels are described. Clinical practice scenarios for the case-based approach are matched to corresponding domains. Overall, the majority of students rated the domains of polypharmacy (93%), pain (71%), and decision-making capacity (57%) as highly relevant for their future clinical practice. Nevertheless, we encountered several challenges in this pilot study, namely low attendance and a suboptimal learning setting.ConclusionWe conclude that this pilot geriatric core curriculum proves to be largely feasible and serves as an educational template.

The miR-21 potential of serving as a biomarker for liver diseases in clinical practice

2020 ◽  
Vol 48 (5) ◽  
pp. 2295-2305
Author(s):  
Jiawei Zhang ◽  
Dandan Li ◽  
Rui Zhang ◽  
Peng Gao ◽  
Rongxue Peng ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Liver Diseases ◽  
Hepatic Disease ◽  
Noninvasive Detection ◽  
Diagnosis And Prognosis ◽  
Expected Performance ◽  
Potential Biomarker ◽  
Disease Condition ◽  
Complex Regulatory Network

The role of miR-21 in the pathogenesis of various liver diseases, together with the possibility of detecting microRNA in the circulation, makes miR-21 a potential biomarker for noninvasive detection. In this review, we summarize the potential utility of extracellular miR-21 in the clinical management of hepatic disease patients and compared it with the current clinical practice. MiR-21 shows screening and prognostic value for liver cancer. In liver cirrhosis, miR-21 may serve as a biomarker for the differentiating diagnosis and prognosis. MiR-21 is also a potential biomarker for the severity of hepatitis. We elucidate the disease condition under which miR-21 testing can reach the expected performance. Though miR-21 is a key regulator of liver diseases, microRNAs coordinate with each other in the complex regulatory network. As a result, the performance of miR-21 is better when combined with other microRNAs or classical biomarkers under certain clinical circumstances.

Meeting the Best Practice for Hearing Aid Verification in Children: Challenges and Future Directions

2019 ◽  
Vol 28 (4) ◽  
pp. 877-894
Author(s):  
Nur Azyani Amri ◽  
Tian Kar Quar ◽  
Foong Yen Chong
Keyword(s):  
Clinical Practice ◽  
Hearing Aids ◽  
Best Practice ◽  
Hearing Aid ◽  
Evidence Based ◽  
Future Directions ◽  
Major Barrier ◽  
Klang Valley ◽  
Age Range ◽  
Fitting Hearing Aids

Purpose This study examined the current pediatric amplification practice with an emphasis on hearing aid verification using probe microphone measurement (PMM), among audiologists in Klang Valley, Malaysia. Frequency of practice, access to PMM system, practiced protocols, barriers, and perception toward the benefits of PMM were identified through a survey. Method A questionnaire was distributed to and filled in by the audiologists who provided pediatric amplification service in Klang Valley, Malaysia. One hundred eight ( N = 108) audiologists, composed of 90.3% women and 9.7% men (age range: 23–48 years), participated in the survey. Results PMM was not a clinical routine practiced by a majority of the audiologists, despite its recognition as the best clinical practice that should be incorporated into protocols for fitting hearing aids in children. Variations in practice existed warranting further steps to improve the current practice for children with hearing impairment. The lack of access to PMM equipment was 1 major barrier for the audiologists to practice real-ear verification. Practitioners' characteristics such as time constraints, low confidence, and knowledge levels were also identified as barriers that impede the uptake of the evidence-based practice. Conclusions The implementation of PMM in clinical practice remains a challenge to the audiology profession. A knowledge-transfer approach that takes into consideration the barriers and involves effective collaboration or engagement between the knowledge providers and potential stakeholders is required to promote the clinical application of evidence-based best practice.

Hybrid Telecoaching for Corporate Speech Training and Potential Applications to Clinical Practice

2019 ◽  
Vol 4 (2) ◽  
pp. 322-324
Author(s):  
Thomas F. Burke
Keyword(s):  
Clinical Practice ◽  
Engineering Teams ◽  
Corporate Strategies ◽  
Corporate Speech ◽  
Phone Calls ◽  
Future Clinical Practice ◽  
Fortune 100 ◽  
Potential Applications ◽  
Language Pathology ◽  
Development Engineering

Purpose The purpose of this article was to describe a model for “hybrid speech telecoaching” developed for a Fortune 100 organization and offer a “thought starter” on how clinicians might think of applying these corporate strategies within future clinical practice. Conclusion The author contends in this article that corporate telecommunications and best practices gleaned from software development engineering teams can lend credibility to e-mail, messaging apps, phone calls, or other emerging technology as viable means of hybrid telepractice delivery models and offer ideas about the future of more scalable speech-language pathology services.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

Issues in Language Sample Collection and Analysis With Children Using AAC

2014 ◽  
Vol 23 (2) ◽  
pp. 65-74 ◽  
Author(s):  
Gail Van Tatenhove
Keyword(s):  
Clinical Practice ◽  
Augmentative And Alternative Communication ◽  
Language Production ◽  
Expressive Language ◽  
Sample Analysis ◽  
Alternative Communication ◽  
Sample Collection ◽  
Speech Language Pathologists ◽  
Language Sample Analysis ◽  
Language Sample

Language sample analysis is considered one of the best methods of evaluating expressive language production in speaking children. However, the practice of language sample collection and analysis is complicated for speech-language pathologists working with children who use augmentative and alternative communication (AAC) devices. This article identifies six issues regarding use of language sample collection and analysis in clinical practice with children who use AAC devices. The purpose of this article is to encourage speech-language pathologists practicing in the area of AAC to utilize language sample collection and analysis as part of ongoing AAC assessment.

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