scholarly journals 731 Operation Notes: Is Informal Training Enough?

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
L A Shanks ◽  
K J E Smith
Keyword(s):  
Clinical Training ◽  
Relevant Information ◽  
Boot Camp ◽  
Initial Assessment ◽  
Teaching Session ◽  
Patient Demographics ◽  
Surgical Trainees ◽  
Complete Operation ◽  
Formal Session ◽  
Informal Training

Abstract Aim Operation notes are essential for continuity of patient care, communication between colleagues, medicolegal records and for coding and remuneration. This study aims to assess core surgical trainees (CST’s) understanding of completing accurate and detailed operation notes and their awareness of the RCS England Good Surgical Practice document (GSP 2014). Method Current CST’s who attended regional teaching were surveyed on their knowledge of what an adequate operation notes entails. Trainees then attended a 40-minute lecture on this topic and were then re-surveyed. Results Thirty trainees completed both questionnaires. No trainees had previously received formal teaching on how to complete operation notes. Most had received informal training in the clinical setting, usually by a registrar (93.3%). Operation notes were considered important for medicolegal reasons (53.3%), continuity of care (96.6%) and communication (53.3%). No one identified their importance for coding. Initial assessment showed only 26.6% of CST’s were aware of RCS GSP document. Responses regarding relevant information to be included in operation notes were variable: patient demographics (23.3%), procedure (93.3%) and post-operative instructions (90%). Improvements, between 3 - 70% increase, were noted in all questionnaire domains post teaching session. All trainees found a more formal session to be beneficial. Conclusions Although a small study, this demonstrates global improvements in knowledge after formal teaching session over informal clinical training. We believe this topic should be included in boot camp training at the start of core surgical training. It should include education in coding to ensure CST’s appreciate the significance of health information management.

scholarly journals A Novel Microsurgical Suturing Pilot Course for Ophthalmology Residents Based on Kern's Model for Curriculum Development

2020 ◽  
Vol 12 (02) ◽  
pp. e244-e250
Author(s):  
Aliya C. Roginiel ◽  
Christopher C. Teng ◽  
Jessica H. Chow
Keyword(s):  
Curriculum Development ◽  
Clinical Training ◽  
Training Session ◽  
Surgical Instruments ◽  
Knowledge Assessment ◽  
Skills Assessment ◽  
Practical Skills ◽  
Teaching Session ◽  
Suturing Techniques ◽  
Practice Time

Abstract Background Sutureless ophthalmic procedures are becoming more commonplace, reducing opportunities for ophthalmology residents to learn microsurgical suturing techniques. There is no standard curriculum in place to address this gap in clinical training among ophthalmology residency programs. Objective The aim of this study was to design, implement, and evaluate a preliminary microsurgical suturing curriculum for ophthalmology residents using Kern's six-step approach for curriculum development as a guideline, and the principles of distributed practice and guided, self-directed practice. Methods We designed a faculty-led teaching session on fundamental microsurgical suturing techniques for all 15 ophthalmology residents from Yale University over one academic year. Suturing skills were evaluated, followed by a guided teaching session, 30 days of self-directed practice time, and a re-evaluation of skills. The residents were evaluated through a written knowledge assessment and practical skills assessment. The residents also evaluated their skill level before and after the teaching session and practice period through written Likert-scale surveys. Data were evaluated in Excel using descriptive statistics and the paired t-test. Results After the session, postgraduate year 2 (PGY-2) residents felt more confident in recognition and use of surgical instruments (p < 0.01). PGY-3 residents felt less confident in their knowledge of microsurgical suturing after the session (p = 0.02). PGY-4 residents felt they were better able to identify different suture types after the session (p = 0.02). All residents improved on the written knowledge assessment (p < 0.001) and in all categories of the practical skills assessment (p < 0.001). Conclusions Implementation of a faculty-led microsurgical suturing training session, followed by 1-month of practice time, significantly improved residents' knowledge and practical application of various microsurgical suturing techniques that are necessary for performing common ophthalmic procedures.

scholarly journals Turning chemistry education on its head: Design, experience and evaluation of a learning-centred ‘Modern Chemistry’ subject

2020 ◽  
Vol 17 (3) ◽  
pp. 179-194
Author(s):  
Ingo Koeper ◽  
◽  
Joe Shapter ◽  
Vanessa North ◽  
Don Houston ◽  
...  
Keyword(s):  
Flipped Classroom ◽  
Chemistry Education ◽  
Academic Staff ◽  
Analytical Techniques ◽  
Relevant Information ◽  
Initial Assessment ◽  
First Year ◽  
Learning Approaches ◽  
Structured Interviews ◽  
Final Exam

In science courses in general, but especially in first year chemistry classes, the amount of content that is delivered is often overwhelming and too complex for the student to easily cope with. Students not only have to gain knowledge in a variety of different field, they also have to learn new laboratory skills and analytical techniques. Additionally, there is an issue with more and more information being available to everybody through the internet, while our education often still focusses on delivering that knowledge, rather than exploring ways how students can be guided to understanding and using the knowledge provided. There have been different approaches on how to make ‘dry’ scientific concepts more interesting and how enhance student engagement, ranging from problem-based learning approaches, case studies or flipped classroom models. We have recently turned a fairly classic first year chemistry course on its head. In the new structure, students are gaining knowledge and understanding purely through the completion of a range of challenges. We have removed all lectures, tutorials and the final exam, and all interaction with the student happens in the laboratory. Throughout the semester, students attempt to complete a range of challenges, both theoretical and practical, find relevant information, propose approaches to solving the challenges, and discuss these and subsequent outcomes with academic staff. In order to analyse the design, we have conducted structured interviews with students from 2016-2018. Initial assessment of the data suggests a high level of engagement of the students, paired with a better preparation of students for their subsequent studies. Students enjoyed having the freedom to choose and design their own experiments. Additionally, students improved significantly in non-content related aspects such as timemanagement, organisation, planning and self-learning, with notable impact on their learning in higher years.

Podiatric Medical Students’ Perceptions of Professionalism in the Clinical Setting

2012 ◽  
Vol 102 (6) ◽  
pp. 434-445 ◽  
Author(s):  
Nancy L. Parsley ◽  
Ilene B. Harris
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Clinical Setting ◽  
Clinical Training ◽  
Initial Assessment ◽  
Demographic Information ◽  
Single Institution ◽  
Instructional Activities ◽  
Data Collection Process ◽  
Constant Comparative Analysis

Background: The teaching and assessment of professionalism have become central areas of research and practice in medicine and in allopathic and osteopathic undergraduate and graduate medical education generally. In contrast, discussion of professionalism as it relates to podiatric medical education is nearly nonexistent in the literature. Methods: A study of podiatric medical students’ perceptions of professionalism-related issues in the clinical setting was performed using a qualitative analysis. A written survey was sent to 88 students who had recently completed their clinical training experiences. The survey was completed anonymously, and all identifying information was redacted before analysis of the data, which was performed using thematic content analysis with constant comparative analysis. In addition, basic demographic information was acquired as part of the data collection process. Results: Sixty-six students (75%) responded and agreed to participate in the survey. Students provided written reports of lapses in professional behavior that they had witnessed, heard about, or been personally involved in performing. The study confirmed that podiatric medical students had experienced various types of professional lapses in behavior, and six predominant themes were identified. Conclusions: This study, which was performed with a selected group of individuals at a single institution, serves as an initial assessment of the needs of podiatric medical students and will be useful for developing professionalism-related instructional activities that could benefit students in the future. (J Am Podiatr Med Assoc 102(6): 434–445, 2012)

scholarly journals Virtual surgical education for core surgical trainees in the Yorkshire deanery during the COVID-19 pandemic

2020 ◽  
Vol 65 (4) ◽  
pp. 138-143
Author(s):  
Ryan Laloo ◽  
Andrea Giorga ◽  
Andrew Williams ◽  
Chandra Shekhar Biyani ◽  
Marina Yiasemidou
Keyword(s):  
Surgical Education ◽  
Online Teaching ◽  
Teaching Session ◽  
Interactive Teaching ◽  
Teaching Programme ◽  
Surgical Trainees ◽  
Surgical Teaching ◽  
Online Feedback ◽  
Training Opportunities

Background and Aims An online teaching programme for Core Surgical Trainees (CSTs) was designed and delivered during the COVID-19 pandemic. The aim of this study is to assess the feasibility and the reception of a fully online teaching programme. Methods Twenty teaching sessions were delivered either via Zoom™ or were pre-recorded and uploaded onto a Google Classroom™ and YouTube™ website. Online feedback, delivered via Google Forms™, were completed by CSTs following each teaching session. YouTube Studio™ analytics were used to understand patterns in viewing content. Results 89.9% of trainees were satisfied with the teaching series. Trainees preferred short, weekly sessions (79%), delivered by senior surgeons, in the form of both didactical and interactive teaching. YouTube analytics revealed that the highest peak in views was documented on the weekend before the deadline for evidence upload on the Intercollegiate Surgical Collegiate Programme (ISCP) portfolio. Conclusion An entirely online teaching programme is feasible and well-received by CSTs. Trainees preferred live, interactive, procedure-based, consultant-led sessions lasting approximately thirty minutes to one hour and covering a myriad of surgical specialties. This feedback can be used to improve future online surgical teaching regionally and nationally in order to gain training opportunities lost during the pandemic.

Borderlands between Neurology and Psychiatry: Observations in a Neurological Hospital

1972 ◽  
Vol 3 (2) ◽  
pp. 131-147 ◽  
Author(s):  
Z. J. Lipowski ◽  
R. Z. Kiriakos
Keyword(s):  
Interdisciplinary Research ◽  
Clinical Training ◽  
Psychiatric Consultation ◽  
Teaching Session ◽  
Close Collaboration ◽  
Montreal Neurological Institute ◽  
Referral Patterns ◽  
Total Patient ◽  
Neurosurgical Patients ◽  
Comprehensive Discussion

This article describes psychiatric liaison, in its clinical and teaching aspects, at the Montreal Neurological Institute. Referral patterns are illustrated by data on 200 neurological and neurosurgical patients referred for psychiatric consultation. Our total patient material of nearly 1000 such patients seen in consultation and a joint weekly teaching session provide the basis for comprehensive discussion of the borderlands between neurology and psychiatry. It is concluded that close collaboration between these two disciplines is advantageous to both, in terms of improved clinical training of residents, identification of promising areas for interdisciplinary research, and better overall patient care. These gains justify the development of such liaison in other centers.

scholarly journals Suitability of the Available Options About Computer Applications to Record the Initial Assessment of the Nutritional Care Process: A Pilot Study in Spanish Software

2021 ◽  
Vol 11 (2) ◽  
pp. 534
Author(s):  
Mario Navarro Gomis ◽  
José Miguel Martínez-Sanz ◽  
Isabel Sospedra ◽  
María Teresa Romá-Ferri
Keyword(s):  
Nutritional Assessment ◽  
Personal Data ◽  
Relevant Information ◽  
Computer Applications ◽  
Care Process ◽  
Initial Assessment ◽  
Sequential Order ◽  
Nutritional Care ◽  
Software Applications ◽  
Professional Care

Background: Nutritional software applications are tools for professional care. These applications allow the management of relevant information, facilitating and speeding up the diet treatment, and are designed for a general population with potential nutritional problems. The aim to establish the degree to which existing nutritional software in Spanish covers the nutritional assessment aspects that dietitian needs to manage the nutritional care process (NCP). Methods: A descriptive-comparative study of four open-access and/or trial version nutritional software applications was performed, focusing on the informational content that must be recorded by the dietitian when performing a nutritional assessment. The usability and usefulness of the NCP were analyzed by means of a dichotomous scale (yes/no) and a five-level Likert scale (very complete, complete, basic, poor, very poor). Data collection was carried out from December 2018 to April 2019. Results: The software applications collect personal data in a very intuitive way, and with respect to the nutritional assessment, the applications generally comply with the collection of the basic information necessary for subsequent dietetic planning and are complete in the coinciding items, especially in Dietopro® (Valencia, Spain) and Easydiet® (Navarra, Spain). Conclusion: The applications are generally adapted to the ADA and BDA specifications, though the information is dispersed and without a sequential order for professionals.

scholarly journals COVID Faster R-CNN: A Novel Framework to Diagnose Novel Coronavirus Disease (COVID-19) in X-Ray Images

2020 ◽  
Author(s):  
Kabid Hassan Shibly ◽  
Samrat Kumar Dey ◽  
Md. Tahzib Ul Islam ◽  
Md. Mahbubur Rahman
Keyword(s):  
Imaging Techniques ◽  
Relevant Information ◽  
Human Interaction ◽  
Initial Assessment ◽  
Critical Approach ◽  
X Ray ◽  
X Ray Imaging ◽  
The World ◽  
Chest X Ray ◽  
Novel Coronavirus

COVID-19 or novel coronavirus disease, which has already been declared as a worldwide pandemic, at first had an outbreak in a small town of China, named Wuhan. More than two hundred countries around the world have already been affected by this severe virus as it spreads by human interaction. Moreover, the symptoms of novel coronavirus are quite similar to the general flu. Screening of infected patients is considered as a critical step in the fight against COVID-19. Therefore, it is highly relevant to recognize positive cases as early as possible to avoid further spreading of this epidemic. However, there are several methods to detect COVID-19 positive patients, which are typically performed based on respiratory samples and among them one of the critical approach which is treated as radiology imaging or X-Ray imaging. Recent findings from X-Ray imaging techniques suggest that such images contain relevant information about the SARS-CoV-2 virus. In this article, we have introduced a Deep Neural Network (DNN) based Faster Regions with Convolutional Neural Networks (Faster R-CNN) framework to detect COVID-19 patients from chest X-Ray images using available open-source dataset. Our proposed approach provides a classification accuracy of 97.36%, 97.65% of sensitivity, and a precision of 99.28%. Therefore, we believe this proposed method might be of assistance for health professionals to validate their initial assessment towards COVID-19 patients.

scholarly journals Formulation in eating disorder focused family therapy: why, when and how?

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Julian Baudinet ◽  
Mima Simic ◽  
Ivan Eisler
Keyword(s):  
Eating Disorder ◽  
Clinical Practice ◽  
Family Therapy ◽  
Clinical Training ◽  
Initial Assessment ◽  
Sense Making ◽  
Clinical Settings ◽  
Adolescent Eating Disorders ◽  
Treatment Manuals ◽  
Core Part

AbstractIn the broadest sense, formulation, or case conceptualisation, is the process of collaborative sense-making. It is something all clinicians are doing constantly, whether formally and consciously or not. Most clinicians are familiar with the general principals and need to formulate as it is a core part of clinical training across most disciplines. Treatment manuals often discuss formulation, but the practical steps involved and the process of developing, building upon and revising formulations are not always provided. In clinical practice, the active use and continued development of formulation during treatment is not always prioritised, especially beyond the initial assessment. This could be due to a number of reasons, such as a potential lack of clarity, understanding or confidence in the use of formulation across treatment, a lack of dedicated time and reflective space for formulation in the context of increasingly busy clinical settings, or a perception that it may be less necessary in the context of treatment approaches that are more structured and prescriptive. This article outlines the use of formulation in family therapy for child and adolescent eating disorders, provides guidance on how to actively include formulation more throughout treatment and discusses why this might be useful.

scholarly journals Assessing Vision in Elderly Patients Admitted to Hospital Following a Fall

The Physician ◽  
2020 ◽  
Vol 6 (3) ◽  
pp. 1-6
Author(s):  
Mana Rahimzadeh ◽  
Gaggandeep Singh Alg ◽  
Aisling Robinson ◽  
Alice Moseley
Keyword(s):  
Risk Factors ◽  
Older People ◽  
Hospital Admissions ◽  
Visual Assessment ◽  
Falls Prevention ◽  
Initial Assessment ◽  
Medical Attention ◽  
Teaching Session ◽  
Nice Guidelines ◽  
Multiple Patients

Introduction: Falls are a major cause of morbidity and mortality in older people, and those with reduced visual acuity are twice as likely to fall as those with normal eyesight. Accordingly, NICE guidelines recommend assessment of vision as part of a multi-factorial risk assessment in older people, who present for medical attention, because of a fall. Methods: We included all patients admitted to a senior health ward at St George’s hospital because of a fall. A baseline audit was conducted in May 2020. Our primary intervention was a departmental teaching session with subsequent first cycle data. We trialled the ‘Lookout! Bedside vision check for falls prevention’ recommended by the Royal College of Physicians. Our secondary intervention was designing an ‘initial assessment’ proforma to include a section for sensory impairment followed by a second cycle data collection. Results: Our initial results showed that none of the 24 patients admitted with a fall had any form of documented visual assessment. Using a simple bedside vision check tool, we found 22% (n=2) of screened patients had significantly impaired vision. Following our teaching session, 50% (n=7) of patients had some form of visual assessment on admission and after introduction of the proforma, this increased to 56% (n=5). Visual risk factors were identified in multiple patients, including outdated prescriptions for corrective glasses. Discussion: Identifying reversible visual risk factors may reduce recurrent falls and subsequent complications as well as hospital admissions in older patients. A teaching session was found to be effective, however a ‘proforma’ may encourage more sustainable improvements. The reduction in ophthalmology and optometry services during the Covid-19 pandemic will inevitably increase the prevalence of visual risk factors. Effects including delayed eyesight tests and cataract operations. It is therefore more important now than ever, to ensure bedside assessment of vision in older adults presenting to hospital, with a fall and proactively in falls prevention strategies.

scholarly journals Use of Manikins to Improve Confidence of Core Surgical Trainees Performing Digital Rectal Examinations

2020 ◽  
Author(s):  
Thomas Barker ◽  
Alexander Durst
Keyword(s):  
Clinical Skills ◽  
Training Session ◽  
Written Feedback ◽  
Teaching Session ◽  
Post Graduate ◽  
Surgical Trainees ◽  
Postgraduate Level ◽  
Structured Teaching ◽  
Survey Results ◽  
The Subject

Abstract Background: DRE is an important skill across a variety of medical and surgical specialties. Previous research has shown that structured teaching and practice on mannequins is of benefit when teaching the skill to medical students. The current literature does not demonstrate any research into post-graduate teaching and assessment of doctors. Methods: New core surgical trainees from within the Health Education East of England post-graduate surgical school attended a regional induction day, which included a clinical skills circuit. One station focussed on DRE, where participants were asked to complete a pre-teaching survey, they then received a brief teaching session which included simulation with manikins, and subsequently completed a post-teaching survey. Results: 48 core surgical trainees participated in the training session and completed the survey. All bar one had had formal teaching on DRE previously, however only 5 had had teaching on the subject at postgraduate level. After teaching/simulation the mean self perceived competency level rose from 6.25 to 8.92 (of 10) p<0.001. Discussion: Survey findings indicated that participants were likely to overestimate their competence at DRE, but that a brief structured teaching session including practice on manikins was effective in improving confidence. Written feedback was positive and highlighted previously poorly taught/understood aspects of a neurological DRE.

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