scholarly journals Therapeutic Endoscopic Procedures on a Human Cadaver—A Pilot Feasibility Study

2021 ◽  
Vol 12 (01) ◽  
pp. 036-042
Author(s):  
Avinash Bhat Balekuduru ◽  
Ashwini C. Appaji
Keyword(s):  
Training Model ◽  
Course Evaluation ◽  
Human Cadaver ◽  
High Stakes ◽  
Endoscopic Clip ◽  
Endoscopic Injection ◽  
Endoscopic Gastrostomy ◽  
Hands On ◽  
Strongly Agree ◽  
Teaching Modules

Abstract Introduction The traditional apprentice model of teaching therapeutic endoscopic skills is inadequate due to unpredictable frequency and high stakes for patient outcome. Simulation had gained widespread acceptance for training modules. But all the procedures cannot be trained on simulator. We designed a novel human cadaver hands-on training module for practicing percutaneous endoscopic gastrostomy (PEG), endoscopic variceal band ligation (EVL), endoscopic injection (EI), snare polypectomy (SP), thermal cautery (TC), and endoscopic clip (EC) placement. Methods A single preserved pre-coronavirus disease 2019 human cadaver was used as a training model. Twelve trainees (6 teams) used the module to acquire and practice new skills of PEG, EVL, EI, SP, and EC using standard endoscope and regular endoscopic accessories. All the trainees completed the course evaluation using a 5-point Likert scale (5= strongly agree). Results The training resulted in a self-reported increase in equipment familiarity and all the trainees felt uniformly that they are better prepared for performing the procedures on real patients. They strongly agreed that this exhaustive hands-on exercise has more educational value than attending lectures. Conclusion Human cadaver can be used for trainees to hone therapeutic endoscopic skills by teaching modules with predefined learning objectives.

scholarly journals EVALUATION OF BLS WORKSHOPS, AN AUDIT OF THE JOURNEY SO FAR

2021 ◽  
Vol 54 (1) ◽  
pp. 13-17
Author(s):  
Sidra Hassan ◽  
Amjad Siraj Memon ◽  
Waseem Jamalvi ◽  
Qasim Ahmed
Keyword(s):  
Sample Size ◽  
Professional Training ◽  
Course Evaluation ◽  
Study Data ◽  
Survey Study ◽  
Final Sample ◽  
Hands On ◽  
Strongly Agree ◽  
Workshop Evaluation ◽  
Development Center

Objective: Professional training workshops are routinely conducted by Professional Development Center (PDC) of DUHS to provide students golden opportunities in hands on practice on simulators and also has been working as training center of AHA since 2010 for the BLS, ACLS and PALS provider and instructor courses while has been conducting BLS workshops from Nov, 2005. The objective of this study was to assess the perceptions of attending audience by post course evaluation form in BLS program. Methodology: This was a retrospective survey study. Data of BLS workshops from 2017 to 2018 was collected from PDC. Two thousand and fifty six healthcare students were enrolled in BLS course from Jan 2017 till Dec 2018. The calculated sample size was about 324 at 95% confidence level. Thus the final sample size was about 350. A post workshop evaluation questionnaire was used as a tool for data collection and it was analyzed on SPSS. Results: PDC has conducted 714 BLS provider courses since 2005 in which 8529 participants are trained till now. The results of the evaluation show that this workshop received higher score on all assessed sections i.e. more than 90% candidates marked agree & strongly agree. A clear majority of participants (97.8%) agreed that, their queries and questions were satisfactorily responded The structure and content of the workshop organized intensify participants’ skills and knowledge regarding BLS. Conclusion: Overall, Participants characterized the workshop as very useful and were very satisfied with the workshop facilitators and the topics discussed.

Setting up a successful nurse-led intravitreal injections service: pearls from Swindon

2020 ◽  
Vol 29 (20) ◽  
pp. 1178-1185
Author(s):  
Hani Hasan ◽  
Sunil Mamtora ◽  
Nimish Shah
Keyword(s):  
Nurse Practitioners ◽  
Positive Impact ◽  
Training Model ◽  
Training Programme ◽  
Intravitreal Injections ◽  
Nurse Training ◽  
Financial Benefits ◽  
Hands On ◽  
Number Of Injections

The demand for performing intravitreal injections has increased in recent years, prompting the need for more nurse training in their administration. The Great Western Hospitals NHS Trust in Swindon has developed a structured nurse training programme and now has 8 independent nurse injectors trained to undertake injections independently; nurse practitioners now contribute upwards of 85% of the total number of injections. The authors have also demonstrated the financial benefits of using injection assistant devices and shown the positive impact such devices have on training. In September 2019, the authors organised the first course to offer nurses and doctors hands-on experience in administering injections, using the Swindon training model to provide participants with a structured approach to learn how to perform intravitreal injections safely. Nurses made up 96% of participants; the remainder were doctors and managers; 6% had never performed an intravitreal injection; of units where they had, disposable drapes and a speculum were used in 71% of these. The number of injections performed per session at participants' units at the time they attended the course was: 17 or more injections=46%, 13–14=39%, and 11–12=15%. The course was rated 8.9/10 overall for content, with 85% very likely to recommend it to colleagues. All participants indicated that using the Swindon model made them feel confident to deliver injections safely. The authors demonstrated that using a structured training protocol and intravitreal assistant device improves the quality of nurse training and increases confidence in administering intravitreal injections.

Student Pharmacists Self-Perceived Confidence in Communication Skills With Healthcare Practitioners Before and After a Seminar Course

2021 ◽  
pp. 089719002110184
Author(s):  
Kimberly L. Barefield ◽  
Caroline Champion ◽  
Lucy Yang ◽  
Brent Rollins
Keyword(s):  
Survey Design ◽  
Research Question ◽  
Pharmacy Practice ◽  
Course Evaluation ◽  
Internship Experience ◽  
Before And After ◽  
Student’S T ◽  
Strongly Agree ◽  
Pharmacy Curriculum ◽  
Question Survey

Introduction: Competent pharmacy practice requires the ability to critically evaluate the medical literature and communicate pharmacotherapy information and recommendations to healthcare practitioners. Given the limited research on how these skills are taught, a seminar course in the third year of the pharmacy curriculum was designed to strengthen these skills and abilities. Methods: This was a prospective, pre- and post-cohort survey design. Students were informed of the study’s intent with participation being voluntary and not affecting their course grade. Students received the same survey at the beginning and end of the semester. The 20-question survey assessed self-perceived confidence in the domains of communication and literature evaluation using a 5-point, Likert-type Strongly Disagree-Strongly Agree Scale. Demographic information and students’ previous pharmacy work and internship experience were collected as a part of the survey. Descriptive statistics and Student’s t-test were used to assess the research question and comparisons of student demographics. Results: Sixty-eight of a possible 91 students (75% response rate) completed both the pre- and post-survey. There was no statistically significant differences between any of the measured demographics. Overall, students slightly agreed they were confident in their communication and literature evaluation skills in the pre-course evaluation, with communicating drug interactions as the least confident area. Post-course, students were significantly more confident in all but 5 of 20 measured areas. Conclusion: The Seminar course resulted in a positive change in students’ perception of confidence to communicate with healthcare professionals and ability to evaluate drug literature.

Training in Pathology Informatics: Implementation at the University of Pittsburgh

2003 ◽  
Vol 127 (8) ◽  
pp. 1019-1025 ◽  
Author(s):  
James H. Harrison ◽  
Jimmie Stewart
Keyword(s):  
Training Model ◽  
Course Evaluation ◽  
Skill Level ◽  
Full Time ◽  
University Of Pittsburgh ◽  
Pathology Informatics ◽  
Informatics Training ◽  
Desktop Computing ◽  
Core Rotation ◽  
The University

Abstract Context.—Pathology informatics is generally recognized as an important component of pathology training, but the scope, form, and goals of informatics training vary substantially between pathology residency programs. The Training and Education Committee of the Association for Pathology Informatics (API TEC) has developed a standard set of knowledge and skills objectives that are recommended for inclusion in pathology informatics training and may serve to standardize and formalize training programs in this area. Objective.—The University of Pittsburgh (Pittsburgh, Pa) core rotation in pathology informatics includes most of these goals and is offered as an implementation model for pathology informatics training. Design.—The core rotation in pathology informatics is a 3-week, full-time rotation including didactic sessions and hands-on laboratories. Topics include general desktop computing and the Internet, but the primary focus of the rotation is vocabulary and concepts related to enterprise and pathology information systems, pathology practice, and research. The total contact time is 63 hours, and a total of 19 faculty and staff contribute. Pretests and posttests are given at the start and end of the rotation. Performance and course evaluation data were collected for 3 years (a total of 21 residents). Results.—The rotation implements 84% of the knowledge objectives and 94% of the skills objectives recommended by the API TEC. Residents scored an average of about 20% on the pretest and about 70% on the posttest for an average increase during the course of 50%. Posttest scores did not correlate with pretest scores or self-assessed computer skill level. The size of the pretest/posttest difference correlated negatively with the pretest scores and self-assessed computing skill level. Conclusions.—Pretest scores were generally low regardless of whether residents were familiar with desktop computing and productivity applications, indicating that even residents who are computer “savvy” have limited knowledge of pathology informatics topics. Posttest scores showed that all residents' knowledge increased substantially during the course and that residents who were computing novices were not disadvantaged. In fact, novices tended to have higher pretest/posttest differences, indicating that the rotation effectively supported initially less knowledgeable residents in “catching up” to their peers and achieving an appropriate competency level. This rotation provides a formal training model that implements the API TEC recommendations with demonstrated success.

scholarly journals Trauma Course for an Aerial Medical Transport System in the Amazon Rainforest of Ecuador

2012 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Francisco E Mora ◽  
Benjamin Nicholson ◽  
Jay Lovelady ◽  
Harrinder Dhindsa ◽  
Lina V Mata ◽  
...  
Keyword(s):  
Airway Management ◽  
Transport System ◽  
Skill Training ◽  
Trauma System ◽  
Course Evaluation ◽  
Amazon Rainforest ◽  
Hands On ◽  
Post Test ◽  
Medical Transport ◽  
Aeromedical Transport

ABSTRACT Objectives Aerial transport of injured patients in rural Southeastern Ecuador is provided by humanitarian organizations with no medical personnel or assistance. We sought to evaluate the feasibility and usefulness of a tailored aeromedical transport (AMT) course for nonmedical personnel (pilot and technicians) in the jungles of Ecuador, where there are no formal medical crew members. Methods Fixed-wing aeromedical flights in the Amazon province of Morona Santiago were analyzed to delineate the injury patterns (IP) and reason for transport (RFT). An 8-hour didactic and hands-on AMTC course based on IP and RFT was developed and administered by the Virginia Commonwealth University (VCU) International trauma system development program (ITSDP) and VCU Life Evac with extensive experience in aeromedical education and training. Pre- and post-test course evaluation was used to assess the medical background and knowledge retention of the participants. Results A total of 5,716 fixed-wing aeromedical transports between Jan 2003 and Dec 2005 were analyzed. The course was developed based on 1176 (20%) RFT resulting from traumatic injuries. Course structure based on identified IP included 4 didactic lectures and hands-on skill training in aerial physiology, airway management, bleeding control, shock, musculoskeletal injuries, immobilization and patient transport. Fifteen students (4 pilots, 4 engineers, 2 physicians, 4 aerial staff and 1 flight operator) participated in the course. Pre- and post-test evaluations demonstrated significant improvement in knowledge from 53% (average 10.53, STD 1.6) to 73% (average 14.53, STD 2.13) p-value < 0.0001). Critical deficiencies in information uptake were identified in airway management and flight physiology Conclusion A tailored AMTC may serve as the first step toward the development of a regionally specific aeromedical transport service. Long-term follow-up is needed to evaluate the real impact of this intervention in terms of morbidity and mortality. How to cite this article Aboutanos MB, Mora FE, Nicholson B, Lovelady J, Dhindsa H, Mata LV, Kleiman D, Chin T, King A, Ivatury RR. Trauma Course for an Aerial Medical Transport System in the Amazon Rainforest of Ecuador. Panam J Trauma Critical Care Emerg Surg 2012;1(1):1-5.

scholarly journals Una experiencia de teleformación del profesorado de Educación Física (Primaria y Secundaria) en actividades físicas en el medio natural (Formation on line an experience of the faculty of Physical Education (Primary and Secondary) in Physical Activity in t

Retos ◽  
2015 ◽  
pp. 39-45
Author(s):  
Antonio Granero Gallegos
Keyword(s):  
Physical Education ◽  
Resource Use ◽  
New Technologies ◽  
Training Model ◽  
Course Evaluation ◽  
Party Line ◽  
Nuevas Tecnologías ◽  
Information And Communication ◽  
On Line ◽  
Natural Formation

Las nuevas tecnologías de la información y la comunicación son una realidad que hay que afrontar, también desde la formación del profesorado de primaria y secundaria, pues representan un recurso cada día más imprescindible en nuestra vida y unas herramientas adecuadas para la preparación presente y futura del alumnado. Desde el Centro del Profesorado Cuevas-Olula (Almería) se ha realizado una actividad de teleformación dirigida al profesorado de Educación Física, trabajando distintos contenidos curriculares de actividades en el medio natural, y buscando poner de manifiesto que todas las áreas del conocimiento pueden y deben adaptarse a las nuevas tecnologías. Esta actividad de formación demuestra el gran interés e implicación de maestros y profesores de Educación Física en la propia actualización y utilización de los recursos TIC. La evaluación del curso, realizada por los propios participantes, evidencia la validez y el éxito del modelo de formación utilizado, con una parte teórico-práctica desarrollada on-line y con actividades prácticas presenciales al final, así como la valoración de las virtudes de la formación a distancia en comparación con la presencial y tradicional.Abstract: The new technologies of information and communication are a reality that must be confronted, from teacher training to primary and secondary schools, since they represent a resource increasingly indispensable in our lives and about proper tools for the preparation of the present and future students. From the Center Teacher Cuevas-Olula (Almeria) has been engaged in an activity distance to the faculty of Physical Education, working different curricula activities in the natural environment, and seeking to demonstrate that all areas of knowledge can and should adapt to new technologies. This training demonstrates the keen interest and involvement of teachers and professors of Physical Education at the updating and resource use ICT. The course evaluation, conducted by the participants themselves, will evidence the validity and success of the training model used, with a party line developed theoretical and practical sessions at the end, as well as the valuation of the virtues of distance learning compared with the personal and traditional one.

scholarly journals P039: The iterative evaluation and development of a core and high-acuity low-occurrence simulation-based procedures training program for emergency medicine trainees

CJEM ◽  
2019 ◽  
Vol 21 (S1) ◽  
pp. S77
Author(s):  
C. Dunne ◽  
J. Chalker ◽  
K. Bursey ◽  
M. Parsons
Keyword(s):  
Emergency Medicine ◽  
Simulated Patients ◽  
Clinical Encounters ◽  
Qualitative Feedback ◽  
Simulation Based ◽  
Hands On ◽  
High Acuity ◽  
Faculty Input ◽  
Printed Materials ◽  
Strongly Agree

Introduction: Competency-based skills development has driven the evolution of medical education. Simulation-based education is established as an essential tool to supplement clinical encounters and it provides the opportunity for low-stakes practice of common and high-acuity low-occurrence (HALO) procedures and scenarios. This is particularly important for emergency medicine trainees working to build confidence, knowledge, and skills in the field. Methods: In the procedural training sessions, learners rotate through 6 small-group stations over a 3-hour period. Skills topics are determined from faculty input, prior session feedback, and literature reviews. Topics included chest tubes, airway intervention, lumbar punctures and trauma interventions. Online content and brief written materials are used for pre-session learning. The small groups use hands-on faculty-guided training, with real-time feedback. Printed materials supplement key learning points at the stations. A combination of low-fidelity task trainers and simulated patients are used for practice and demonstration. R3 EM residents have the opportunity to mentor junior learners. Brief participant surveys are distributed at each session to gather qualitative and quantitative feedback. Results: Feedback forms were completed by 79/85 (92.9%) learners over a period of 4 years (2015-2018). Participants included medical students (11.8%), EM residents (52.9%), and non-EM residents (35.3%). 84.8% (67/79) gave positive qualitative feedback on the sessions, citing points such as the beneficial practice opportunities, quality of instruction, and utility of the models. Updated surveys (N = 26) used a 5-point Likert scale (1 = disagree strongly; 5 strongly agree) in addition to qualitative feedback. Participants indicated that sessions were valuable, and informative (M = 4.692, SD = 0.462; M = 4.270, SD = 0.710). They reported increased understanding of procedures discussed, and they were likely to recommend the session (M = 4.301, SD = 0.606; M = 4.808, SD = 0.394). Conclusion: The ongoing evaluation of our mentor guided hands-on low-fidelity and hybrid simulation-based procedural skills sessions facilitates meaningful programmatic changes to best meet the needs of EM learners. Sessions also provide a forum for EM resident mentorship of junior learners. Feedback indicates learners enjoyed the sessions and found this to be an engaging and effective instructional modality.

scholarly journals Penetration Testing Curriculum Development in Practice

10.28945/2189 ◽  
2015 ◽  
Vol 14 ◽  
pp. 085-099 ◽  
Author(s):  
Chengcheng Li
Keyword(s):  
Rapid Evolution ◽  
Cyber Attacks ◽  
Security Mechanism ◽  
Penetration Testing ◽  
Business Operations ◽  
Hands On ◽  
Labor Statistics ◽  
Network Technologies ◽  
Teaching Modules ◽  
Bureau Of Labor Statistics

As both the frequency and the severity of network breaches have increased in recent years, it is essential that cybersecurity is incorporated into the core of business operations. Evidence from the U.S. Bureau of Labor Statistics (Bureau of Labor Statistics, 2012) indicates that there is, and will continue to be, a severe shortage of cybersecurity professionals nationwide throughout the next decade. To fill this job shortage we need a workforce with strong hands-on experience in the latest technologies and software tools to catch up with the rapid evolution of network technologies. It is vital that the IT professionals possess up-to-date technical skills and think and act one step ahead of the cyber criminals who are constantly probing and exploring system vulnerabilities. There is no perfect security mechanism that can defeat all the cyber-attacks; the traditional defensive security mechanism will eventually fail to the pervasive zero-day attacks. However, there are steps to follow to reduce an organization’s vulnerability to cyber-attacks and to mitigate damages. Active security tests of the network from a cyber-criminal’s perspective can identify system vulnerabilities that may lead to future breaches. “If you know yourself but not the enemy, for every victory gained you will also suffer a defeat. But if you know the enemy and know yourself, you need not fear the result of hundred battles” (Sun, 2013). Penetration testing is a discipline within cybersecurity that focuses on identifying and exploiting the vulnerabilities of a network, eventually obtaining access to the critical business information. The pentesters, the security professionals who perform penetration testing, or ethical hackers, break the triad of information security - Confidentiality, Integrity, and Accountability (CIA) - as if they were a cyber-criminal. The purpose of ethical hacking or penetration testing is to know what the “enemy” can do and then generate a report for the management team to aid in strengthening the system, never to cause any real damages. This paper introduces the development of a penetration testing curriculum as a core class in an undergraduate cybersecurity track in Information Technology. The teaching modules are developed based on the professional penetration testing life cycle. The concepts taught in the class are enforced by hands-on lab exercises. This paper also shares the resources that are available to institutions looking for teaching materials and grant opportunities to support efforts when creating a similar curriculum in cybersecurity.

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