A BEME realist synthesis review of the effectiveness of teaching strategies used in the clinical setting on the development of clinical skills among health professionals: BEME Guide No. 61

2020 ◽  
Vol 42 (6) ◽  
pp. 604-615
Author(s):  
Cason Pierce ◽  
Janet Corral ◽  
Eva Aagaard ◽  
Ben Harnke ◽  
David M. Irby ◽  
...  
Keyword(s):  
Teaching Strategies ◽  
Clinical Setting ◽  
Health Professionals ◽  
Clinical Skills ◽  
Realist Synthesis

Testing Consultation Recordings in a Clinical Setting With the SecondEars Smartphone App: Mixed Methods Implementation Study (Preprint)

2019 ◽  
Author(s):  
Amelia Hyatt ◽  
Ruby Lipson-Smith ◽  
Bryce Morkunas ◽  
Meinir Krishnasamy ◽  
Michael Jefford ◽  
...  
Keyword(s):  
Health Care ◽  
Mixed Methods ◽  
Health Professional ◽  
Clinical Setting ◽  
Health Professionals ◽  
Implementation Strategy ◽  
Smartphone App ◽  
Implementation Study ◽  
Pilot Testing ◽  
Effective Implementation

BACKGROUND Health care systems are increasingly looking to mobile device technologies (mobile health) to improve patient experience and health outcomes. SecondEars is a smartphone app designed to allow patients to audio-record medical consultations to improve recall, understanding, and health care self-management. Novel health interventions such as SecondEars often fail to be implemented post pilot-testing owing to inadequate user experience (UX) assessment, a key component of a comprehensive implementation strategy. OBJECTIVE This study aimed to pilot the SecondEars app within an active clinical setting to identify factors necessary for optimal implementation. Objectives were to (1) investigate patient UX and acceptability, utility, and satisfaction with the SecondEars app, and (2) understand health professional perspectives on issues, solutions, and strategies for effective implementation of SecondEars. METHODS A mixed methods implementation study was employed. Patients were invited to test the app to record consultations with participating oncology health professionals. Follow-up interviews were conducted with all participating patients (or carers) and health professionals, regarding uptake and extent of app use. Responses to the Mobile App Rating Scale (MARS) were also collected. Interviews were analyzed using interpretive descriptive methodology; all quantitative data were analyzed descriptively. RESULTS A total of 24 patients used SecondEars to record consultations with 10 multidisciplinary health professionals. In all, 22 of these patients used SecondEars to listen to all or part of the recording, either alone or with family. All 100% of patient participants reported in the MARS that they would use SecondEars again and recommend it to others. A total of 3 themes were identified from the patient interviews relating to the UX of SecondEars: empowerment, facilitating support in cancer care, and usability. Further, 5 themes were identified from the health professional interviews relating to implementation of SecondEars: changing hospital culture, mitigating medico-legal concerns, improving patient care, communication, and practical implementation solutions. CONCLUSIONS Data collected during pilot testing regarding recording use, UX, and health professional and patient perspectives will be important for designing an effective implementation strategy for SecondEars. Those testing the app found it useful and felt that it could facilitate the benefits of consultation recordings, along with providing patient empowerment and support. Potential issues regarding implementation were discussed, and solutions were generated. CLINICALTRIAL Australia and New Zealand Clinical Trials Registry ACTRN12618000730202; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=373915&isClinicalTrial=False

The 15 Minute Case Conceptualization

2021 ◽  
Author(s):  
Len Sperry ◽  
Jonathan Sperry
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Premature Termination ◽  
Clinical Skills ◽  
Evidence Based ◽  
Case Conceptualization ◽  
Highly Effective ◽  
Case Conceptualizations ◽  
Overall Effectiveness

Once understood as useful but optional, case conceptualization is now considered essential and one of the most important of all clinical skills and competencies. As clinicians look for resources to assist in learning and mastering this competency, they must choose among different case conceptualization approaches. They would do well to give serious consideration to those that are both clinically effective and clinician friendly. A truly clinically effective approach explains and guides treatment, and most importantly, predicts challenges and obstacles that are likely to arise over the course of treatment. Most approaches emphasize the functions of explanation and guiding treatment, but seldom include third function which help anticipates likely challenges, which if not proactively addressed are likely to result in therapy interference or premature termination. This function is essential in determining the course and overall effectiveness of therapy. A truly clinician-friendly approach is one that is quick to use and easy to master, and very few approaches can make this claim. The 15 Minute Case Conceptualization is the only approach that is both highly effective and clinician friendly. Research confirms that such case conceptualizations can be completed in only 15 minutes. It is an evidence-based, step-by-step approach that therapists and other mental health professionals need and want.

In Graduate School, I Learned What I Need to Know About Running a Successful Practice

2019 ◽  
pp. 3-6
Author(s):  
Jeffrey E. Barnett ◽  
Jeffrey Zimmerman
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Graduate School ◽  
Health Professionals ◽  
Private Practice ◽  
Clinical Skills ◽  
Early Career ◽  
Key Issues ◽  
Financial Issues ◽  
And Training

Although most mental health professionals receive excellent education and training that helps them to become competent and highly effective clinicians, graduate school tends not to provide training in the business side of practice that is needed for success in private practice. Many trainees and early-career clinicians may think they learned in graduate school all they need to know to be successful in the business of practice. Unfortunately, this is generally not true and many of those who enter private practice are poorly prepared for planning, establishing, and running a successful private practice. This chapter addresses the key issues every mental health clinician should know about when contemplating opening a private practice. Business and financial issues are addressed, including developing a business plan and utilizing various consultants. This chapter addresses the myth that excellent clinical skills are sufficient for success in the business of private mental health practice.

scholarly journals The “new-normal” OSCE examination: Executing in the COVID-19 era

2021 ◽  
Vol 37 (7) ◽  
Author(s):  
Shazia Babar Matin ◽  
Azam Saeed Afzal
Keyword(s):  
Health Professionals ◽  
Original Work ◽  
Clinical Skills ◽  
Educational Institutions ◽  
New Normal ◽  
Face To Face ◽  
Creative Commons ◽  
Shared Experiences ◽  
Special Challenge ◽  
Open Access Article

In this unprecedented situation of COVID-19 era, the educational institutions have to attune not only the teaching strategies but also the assessment. Similarly, just as COVID precautions have become the “new normal” practice, hence implementation changes during face-to-face examinations may become standard practice in the Post- COVID era. The Objective structured clinical exams (OSCEs) which usually require a face-to-face assessment of skills, posed a special challenge to health professionals in COVID-19. This commentary paper is written on shared experiences of the examination cell principal resource faculty for OSCE and exam coordinators. It addresses how to plan and implement objective, valid, feasible and reliable clinical skills examinations (OSCEs) keeping in place COVID precautions to ensure the utmost wellbeing of all stakeholders involved. doi: https://doi.org/10.12669/pjms.37.7.4568 How to cite this:Babar S, Afzal A. The “new-normal” OSCE examination: Executing in the COVID-19 era. Pak J Med Sci. 2021;37(7):---------.  doi: https://doi.org/10.12669/pjms.37.7.4568 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

scholarly journals Basic emergency Obstetric and Neonatal Care Knowledge retention and Skills of Health Professionals in Burundi following an ALARM International Program Training: A pilot study

2020 ◽  
Author(s):  
Anifa Luyinga Kalay ◽  
Veronique Mareschal ◽  
Juma Ndereye ◽  
Jocelyn Cook
Keyword(s):  
Health Professionals ◽  
Clinical Skills ◽  
Knowledge Retention ◽  
Neonatal Care ◽  
Knowledge Change ◽  
International Programme ◽  
Critical Skills ◽  
Post Test ◽  
Objective Structured Clinical Examinations ◽  
The Difference

Background : This study describes the immediate and short-term improvement in basic emergency obstetric and neonatal care (BEmONC) knowledge and skills after ALARM International Programme (AIP) training in Burundi. Subjects and Method: In 2017, sixteen health professionals participated in a 5-day AIP training. They completed pre and post course tests. At the end of the training, they did objective structured clinical examinations (OSCE) on postpartum hemorrhage (PPH), shoulder dystocia and neonatal resuscitation.In 2018, a refresher course was offered to participants who scored the highest in the 2017 post-training test. Pre and post tests were administered.Mean pre- and post-test scores and t-paired test was performed to determine the knowledge change and retention between 2017 and 2018. Mean OSCE scores were calculated to describe acquired clinical skills at the 2017 training. A one-way ANOVA test was performed to assess the differences between cadres in the tests and the OSCEs. Results: In 2017, pre and post scores were significantly different within cadres except imidwives : physicians t(5)=8.77(p<0.05), midwives t(1)=5,29 (p=0,11) and nurses t(7)=7,91(p<0.05)A gain of 25% was observed between the scores obtained in 2017 and the ones recorded in 2018. The difference was significant (t(7)=4.80, p<0.05). Scores were significantly different between cadres in PPH [F=(2,13)=6.17 , p <0.05)] and dystocia [F=(2,13)=3.92, p <0.05)] . Conclusion: An immediate gain in knowledge and acquisition of critical skills was observed in all cadres. Knowledge significantly decreased eight months following AIP training. Supervision, mentoring of trainees and continuing medical education are needed following the initial training.

scholarly journals Rapid transition to online teaching during COVID 19: Students’ and Teachers’ Perceptions in a Pioneer Caribbean Dental School

2020 ◽  
Author(s):  
Reisha Rafeek ◽  
Bidyadhar Sa ◽  
Patrick Harnarayan ◽  
Niall Farnon ◽  
Shala Singh ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Clinical Reasoning ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Clinical Skills ◽  
Thinking Skills ◽  
Dental Students ◽  
Dental School ◽  
Teachers Perceptions ◽  
Rapid Transition

Abstract Background: The sudden advent of the COVID pandemic resulted in the closure of schools and universities in Trinidad, limiting face to face interactions and removing dental students from the clinical environment in The University of the West Indies. The dental school was challenged to complete the final year teaching with a rapid transition to online teaching. This study examined students’ and teachers’ perceptions of the effectiveness of emergency remote online teaching.Method: An online cross-sectional survey was administered on the perception of the online learning environment and challenges experienced and effectiveness of strategies used. Overall thirty-three dental students and eleven clinical academic teachers participated. The questionnaire was emailed to the participants for data collection and they responded by using a Likert scale. Reliability of the questionnaire was determined. Chi-squared (χ2) tests were applied for determining the perceptions of students and teachers towards online teaching. Frequencies and percentages were also computed.Result: Cronbach’s alpha of the students’ and teachers’ questionnaire was calculated at 0.838 and 0.801 respectively. The majority of students (60.6% - 89.5%) perceived that online teaching strategies, have enhanced their clinical reasoning and critical thinking skills in clinical practice, felt motivated to learn, liked learning in their own space, at their own pace and found it easy to adapt. Nearly two-third students (63.6%) were happy to recommend continued use of online strategies. However, the majority (87.9%) perceived it to be somewhat or not effective at all in acquiring clinical skills. The challenges experienced were problems with connectivity to the internet (87.9%) while (48.5%) had experienced distraction during remote teaching. All χ2 values were found to be statistically significant (either P<0.01 or P<0.05). The majority of teachers (72.7% - 92.9%) perceived that they created an enthusiastic online environment, effectively communicated with the students, engaged students in clinical reasoning and critical thinking and gave formative feedback. Teachers were equally divided on whether or not they prepared students to practice clinical skills.Conclusion: Students’ perceptions are similar to teachers’ perceptions in both are positive to the online teaching strategies but both groups reflected concerns over the acquisition of clinical skills.

Oxford Handbook of Emergency Nursing

2016 ◽  
Keyword(s):  
Health Professionals ◽  
Major Trauma ◽  
Clinical Skills ◽  
Acute Illness ◽  
Urgent Care ◽  
Emergency Nursing ◽  
Physiological System ◽  
Allied Health Professionals ◽  
Comprehensive Text ◽  
The Many

The Oxford Handbook of Emergency Nursing is a comprehensive text for nursing and allied health professionals who are providing emergency and urgent care in a variety of settings. It is a quick reference text that can be consulted easily, whilst providing care for the whole range of adult and child presentations. Each chapter covers a distinct physiological system and its associated emergency presentations. Other chapters cover specific issues in the emergency care of patients, e.g. major trauma. A detailed skills chapter provides an overview of the many clinical skills required when caring for patients with acute illness or injuries.

scholarly journals What value does peer-assisted learning have in the training of student paramedics?

2019 ◽  
Vol 11 (8) ◽  
pp. 342-347
Author(s):  
Megan Jadzinski ◽  
Eleanor Jack ◽  
Iain Darby
Keyword(s):  
Health Professionals ◽  
Learning Strategy ◽  
Clinical Skills ◽  
Professional Knowledge ◽  
Classroom Setting ◽  
Learning And Development ◽  
Peer Assisted Learning ◽  
Knowledge And Skills ◽  
Effective Learning ◽  
Notable Increase

Peer-assisted learning is now being recognised as an effective learning strategy to support the development of health professionals. Furthermore, adopting coaching style dialogue and conversation enhances learning and development for both the coach and coachee and, in this instance, for year 1 and year 3 student paramedics. This article describes how the implementation of peer-assisted learning into the classroom setting can help to support student paramedics in the development of their own clinical skills and knowledge. It describes broadly the evaluation findings of a session whereby year 3 student paramedics coached year 1 student paramedics to further develop a range of clinical skills through demonstration and discussion. A summary overview of the findings reflects the multiple benefits of this innovative approach to facilitate learning, including a notable increase in professional knowledge and skills for both groups of students.

Managing Paramedic Knowledge for Treatment of Acute Myocardial Infarction

2011 ◽  
pp. 1592-1599
Author(s):  
Tom Quinn ◽  
Raj K. Bali ◽  
Dale Katherine ◽  
Pete Gregory
Keyword(s):  
Myocardial Infarction ◽  
Health Professionals ◽  
Heart Attack ◽  
Clinical Skills ◽  
St Segment Elevation ◽  
St Segment ◽  
Assessment And Treatment ◽  
Key Issues ◽  
Tools And Techniques

The objective of this paper is to examine the efficacy of the Knowledge Management (KM) paradigm in the context of UK paramedics’ assessment and treatment of patients with suspected acute ST segment elevation myocardial infarction (STEMI) or ‘heart attack’. We outline the role of thrombolytic therapy and other aspects of emergency cardiac care and discuss how contemporary KM tools and techniques can be used to support the development and retention of key clinical skills and knowledge in this emerging field of practice. The paper examines some of the key issues posed by the increasing skill base and associated knowledge of Health Professionals such as paramedics and why any KM approach needs to be aware of this in order to ensure optimal clinical practice.

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