scholarly journals Survey-based experiential learning - means of raising professional awareness in developing countries

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
R Hodza-Beganovic ◽  
P Berggren ◽  
K Hugelius ◽  
S Edelbring
Keyword(s):  
Experiential Learning ◽  
Professional Competence ◽  
Clinical Skills ◽  
Technical Skills ◽  
Skills Training ◽  
Local Context ◽  
Learning Approach ◽  
Clinical Scenarios ◽  
Core Concepts ◽  
Organizational Levels

Abstract Background Healthcare in post-war Balkans is still under development. Healthcare changes towards more complex clinical scenarios that need different competencies around patients. This study reports on survey based learning to increasing professional awareness for developing sustainable healthcare settings using an experiential learning approach. Methods In this study, researchers and educators identified non-technical skills concepts on individual, team, and organizational levels. These concepts were contextualized into the local setting through interactive workshops. Two pediatric surgery clinics in Kosovo and Bosnia and Herzegovina participated who were part of an international clinical skills training project. The tools and surveys were: Johari window, Kolb’s learning style questionnaire, team members exchange quality scale, the IPEC framework for interprofessional competence, Team STEPPS observation tool and organizational models. Results A model is developed for contextualizing core concepts on professional awareness into a local developing healthcare setting. It entails three steps conducted in consecutive workshops: Identifying research-based concepts on professional competence on individual, team and organizational levels. Facilitating local contextualization of these concepts by using surveys in interactive workshops. Agreeing on indicators to maintain high professional awareness. Conclusions Capacity-building in public health can be conducted through increasing professional awareness. Professional awareness can be approached in individual, team and organizational dimensions. Established core concepts of non-technical skills can be contextualized in other cultures through a survey-based experiential learning approach. Key messages Professional individual, team and organizational awareness is a vital part of conducting efficient healthcare. The professional awareness can be enhanced through processing core concepts in a local context through facilitated workshops.

56. Proficiency at the end of practice predicts retention of a technical clinical skills

2007 ◽  
Vol 30 (4) ◽  
pp. 59
Author(s):  
H. Carnahan ◽  
E. Hagemann ◽  
A. Dubrowski
Keyword(s):  
Virtual Reality ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Technical Skills ◽  
Skills Training ◽  
Retention Performance ◽  
Specific Criterion ◽  
Practice Trials ◽  
Practice Time ◽  
Criterion Time

A debate is emerging regarding the efficacy of proficiency based versus duration based training of technical skills. It is not clear whether the performance level attained at the end of practice (i.e., proficiency criteria), or the overall amount of practice performed during learning will best predict the retention of a technical clinical skill. The skill learned was the single-handed double square-knot. Forty two trainees learned the skill through video-based instruction and were divided into three groups (14 participants per group) each with a specific criterion time to tie the knot (10, 15, and 20 seconds). Practice continued until participants completed the knot within their criterion time. The total number of trials, and the overall practice time required to obtain each respective criterion were recorded during practice. Participants returned one-week later for a timed retention test consisting of one trial of the knot tying skill with no video instruction. A multiple regression analysis tested whether the amount of practice, the total practice time, or the criterion reached at the end of practice was the best predictor of the time taken to perform the skill during retention. This analysis showed that the number of practice trials was highly correlated with total practice time (r = .82, p = .01), therefore total practice time was withdrawn as a predictor variable from the subsequent analysis. The regression showed that the only significant predictor of retention performance was the criterion reached at the end of practice (p = .03). The number of practice trials was not found to significantly predict the retention performance (p = .87). The results support the notion that proficiency based training results in better retention of a technical clinical skill in comparison to duration based approaches. This provides evidence for the introduction of proficiency based educational approaches in technical skills curricula. Jowett N, LeBlanc V, Xeroulis G, MacRae H, Dubrowski A. Surgical skill acquisition with self-directed practice using computer-based video training. Am J Surg. 2007; 193(2):237-42. Gallagher AG, Ritter EM, Champion H, Higgins G, Fried MP, Moses G, Smith CD, Satava RM. Virtual reality simulation for the operating room: proficiency-based training as a paradigm shift in surgical skills training. Ann Surg. 2005; 241(2):364-72. Van Sickle KR, Ritter EM, McClusky DA, Lederman A, Baghai M, Gallagher AG, Smith CD. Attempted establishment of proficiency levels for laparoscopic performance on a national scale using simulation: the results from the 2004 SAGES Minimally Invasive Surgical Trainer-Virtual Reality (MIST-VR) learning center study. Surg Endosc. 2007; 21(1):5-10.

scholarly journals Revitalization of clinical skills training at the University of the Western Cape

Curationis ◽  
2010 ◽  
Vol 33 (2) ◽  
Author(s):  
J.D. Jeggels ◽  
A. Traut ◽  
M. Kwast
Keyword(s):  
Experiential Learning ◽  
Clinical Skills ◽  
Skills Training ◽  
Simulated Patients ◽  
First Year ◽  
Western Cape ◽  
Clinical Supervisors ◽  
Clinical Skills Training ◽  
Skills Lab ◽  
Case Based

Most educational institutions that offer health related qualifications make use of clinical skills laboratories. These spaces are generally used for the demonstration and assessment of clinical skills. The purpose of this paper is to share our experiences related to the revitalization of skills training by introducing the skills lab method at the School of Nursing (SoN), University of the Western Cape (UWC). To accommodate the contextual changes as a result of the restructuring of the higher education landscape in 2003, the clinical skills training programme at UWC had to be reviewed. With a dramatic increase in the student numbers and a reduction in hospital beds, the skills lab method provided students with an opportunity to develop clinical skills prior to their placement in real service settings. The design phase centred on adopting a skills training methodology that articulates with the case-based approach used by the SoN. Kolb’s, experiential learning cycle provided the theoretical underpinning for the methodology. The planning phase was spent on the development of resources. Eight staff members were trained by our international higher education collaborators who also facilitated the training of clinical supervisors and simulated patients. The physical space had to be redesigned to accommodate audio visual and information technology to support the phases of the skills lab method. The implementation of the skills lab method was phased in from the first-year level. An interactive seminar held after the first year of implementation provided feedback from all the role players and was mostly positive. The results of introducing the skills lab method include: a move by students towards self-directed clinical skills development, clinical supervisors adopting the role of facilitators of learning and experiential clinical learning being based on, amongst others, the students’ engagement with simulated patients. Finally, the recommendations relate to tailor-making clinical skills training by using various aspects of teaching and learning principles, i.e. case-based teaching, experiential learning and the skills lab method.

scholarly journals An innovative method of expanding the support for doctors returning to training in psychiatry after a period of extended leave: the Sheffield Mindful Support Programme

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S145-S145
Author(s):  
Helen Linnington ◽  
Hamid Alhaj
Keyword(s):  
Tai Chi ◽  
Clinical Skills ◽  
Technical Skills ◽  
Training Programme ◽  
Support Programme ◽  
Time Out ◽  
Clinical Scenarios ◽  
Health And Social Care ◽  
Wide Range ◽  
Long Term Impact

AimsTo offer regular continuous professional development opportunities covering both clinical and non-clinical skills to trainees and trainers and enhance their experience and skills to increase their wellbeing and resilience.BackgroundThere are approximately 50,000 doctors undertaking postgraduate training in England. Of these, 10% (5000) are taking approved time out of training at any time. A 2017 HEE survey revealed that doctors returning to work reported numerous concerns. Based on these and with the backdrop of the Bawa-Gaba case HEE's Supported return to Training programme (SuppoRTT) was developed.We at Sheffield Health and Social Care NHS Foundation Trust devised a unique “Mindful SuppoRTT” initiative and were successful in securing funding from HEE. Part of which was the organisation of a conference aimed at various groups of doctors including those who have previously had time out of training, are currently out of training and those considering time out.The Sheffield Mindful SuppoRTT Programme not only aimed to provide a structured and systematic process for planning and returning from absence, but also focussed on enhancing performance through promoting the wellbeing of participants and supporting them with important clinical and non-clinical skills.Method2-day twice yearly conferences, which covered training on speciality specific as well as non-technical skills were organised. The clinical workshops covered interactive sessions of common and emergency clinical scenarios. A wide range of non-technical skills such as an introduction to mindfulness, tai chi, resilience, team-working and leadership, “Thinking Environment” and meditation were introduced and developed using bespoke training. Feedback was collected at the end of each conference day. The attendees were asked to use a 5-point Likert scale (5 being the highest) to rate their satisfaction with the day and to highlight which sessions they found most and least useful.ResultThe attendee satisfaction rate was high. The first conference had ratings of 56% of attendees scoring 5 (excellent) and the remainder scoring 4 (very good). The second conference achieved even higher satisfaction ratings with 94% of attendees scoring 5 and the remainder scoring 4.ConclusionThe conference had high attendee satisfaction. The hope is to expand on its success and open it up to delegates from all specialities within HEE South Yorkshire and the Humber. Evaluation of the long-term impact of this programme is also warranted.

scholarly journals Reflection on and Exploration of a Standardized Resident Training Programme Based on a Comprehensive Examination of Clinical Skills

2018 ◽  
Vol 3 (2) ◽  
pp. 17
Author(s):  
Jing Yang ◽  
Chun-ting Lu ◽  
Dan Wang ◽  
Bi-yao Su ◽  
Si-min Huang
Keyword(s):  
Internal Medicine ◽  
Clinical Skills ◽  
Case Analysis ◽  
Skills Training ◽  
Training Programme ◽  
Resident Training ◽  
Entrance Examination ◽  
Training Plan ◽  
Clinical Scenarios ◽  
And Training

To identify the optimal clinical skills training programme for internal medicine residents by reflecting upon and analysing the usual training plan and arrangement, and practical tests according to the national standardized resident training policies and requirements. The 3-year-rotation and training plan of the 2013 and 2014 internal medicine resident cohorts, the basic skills and case analysis scores on the basic entrance examination and final graduation examination were reflected, summarized and compared with the ultimate purpose of evaluating standardized resident training. This knowledge was used to perfect a competency-oriented training system that integrated clinical theory, clinical scenarios, clinical skills, bedside teaching, learning, etc. After a 3-year programme of standardized training, the residents’ clinical skills were significantly improved. Statistically significant enhancements (P<0.05) were observed in the case analysis and clinical skills test scores between the basic entrance and graduation examinations of the trainees in both the 2013 and 2014 cohorts. No significant differences (P>0.05) were observed between the trainees in the 2013 and 2014 cohorts in their graduation scores on the clinical skills and case analysis tests, suggesting that both cohorts achieved the same level of mastery and reached the standardized training target, which also reflected the homogeneity of the residency training programme. While this study indicated that the training method was effective, exploring better models in the future is warranted. In conclusion, as a national policy, continuously incorporating reflection and exploration is necessary for designing a reasonable programme for standardized resident training. In this study, analysis of the basic entrance and graduation examinations of comprehensive clinical skills were important for developing an effective standardized resident training programme and training team with satisfactory teaching effects. By this way, implementing and starting new training methods gradually will be improved and especially carried out from 2015 cohorts. Therefore, the residents' clinical competence will be enhanced and also for undergraduates’ and postgraduates’ education as well. At last, the national education criteria for residency will be met.

scholarly journals TP8.2.24 Returning to Surgical Training - a survey of surgical trainees' experiences in Yorkshire and the Humber Deanery

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Eleanor Richards ◽  
Paul Renwick
Keyword(s):  
Return To Work ◽  
Work Experience ◽  
Online Survey ◽  
Parental Leave ◽  
Technical Skills ◽  
Skills Training ◽  
Training Programme ◽  
Time Out ◽  
Surgical Trainees ◽  
Clinical Scenarios

Abstract Aims To assess the support given to this deanery's surgical trainees returning after time out of programme. Methods An online survey was circulated to surgical trainees within the deanery. The survey included questions about their return, on calls, their experience of support and to evaluate interest in a return to work course. Results Of 35 respondents, 33 had had time out of training. Reasons were health (2), leadership fellow (3), research (11), research and parental leave (6) and parental leave alone (11). Twenty-three trainees reported feeling well supported, 4 were neutral and 6 reported negative experiences. Many returned to a new trust. Twenty were on-call within the first few days and 5 felt unprepared for this. Confidence and operative skills were commonly affected. Whilst trainees out for research or leadership deemed a return to work course unnecessary, those returning from parental leave expressed interest. This could enable trainees to network and gain information and support from peers and senior colleagues. Respondents came from a wide mix of surgical specialties indicating bespoke cadaveric courses might be appropriate. Childcare friendly hours were a priority. Conclusions There is scope for significantly improving the return to work experience through the SuppoRRT (Supported Return to Training) programme. Returning to an on-call shift or being prevented from attending induction is unacceptable. This deanery is developing a surgical return to work course combining cadaveric and animal model technical skills training with clinical scenarios for non technical skills. This is hoped to help improve returning trainees' confidence and operative skills, both commonly affected by time out of training.

scholarly journals Pilot Program Using Medical Simulation in Clinical Decision-Making Training for Internal Medicine Interns

2012 ◽  
Vol 4 (4) ◽  
pp. 490-495 ◽  
Author(s):  
Eli M. Miloslavsky ◽  
Emily M. Hayden ◽  
Paul F. Currier ◽  
Susan K. Mathai ◽  
Fernando Contreras-Valdes ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Decision Making ◽  
Cognitive Skills ◽  
Clinical Decision Making ◽  
Clinical Skills ◽  
Skills Training ◽  
Clinical Decision ◽  
Internal Medicine Residency ◽  
Medical Simulation ◽  
Clinical Scenarios

Abstract Background The use of high-fidelity medical simulation in cognitive skills training within internal medicine residency programs remains largely unexplored. Objective To design a pilot study to introduce clinical decision-making training using simulation into a large internal medicine residency program, explore the practicability of using junior and senior residents as facilitators, and examine the feasibility of using the program to improve interns' clinical skills. Methods Interns on outpatient rotations participated in a simulation curriculum on a voluntary basis. The curriculum consisted of 8 cases focusing on acute clinical scenarios encountered on the wards. One-hour sessions were offered twice monthly from August 2010 to February 2011. Internal medicine residents and simulation faculty served as facilitators. Results A total of 36 of 75 total interns volunteered to participate in the program, with 42% attending multiple sessions. Of all participants, 88% rated the sessions as “excellent,” 97% felt that the program improved their ability to function as an intern and generate a plan, and 81% reported improvement in differential diagnosis skills. Conclusions Simulation training was well received by the learners and improved self-reported clinical skills. Using residents as facilitators, supervised by faculty, was well received by the learners and enabled the implementation of the curriculum in a large training program. Simulation can provide opportunities for deliberate practice, and learners perceive this modality to be effective.

scholarly journals Online journalism education in Rwanda: students find value in the Experiential Learning Approach

2019 ◽  
Vol 3 (2) ◽  
pp. 84
Author(s):  
Joseph Njuguna ◽  
Margaret Jjuuko
Keyword(s):  
Experiential Learning ◽  
New Media ◽  
Digital Media ◽  
Teaching And Learning ◽  
Skills Training ◽  
Learning Approach ◽  
Journalism Education ◽  
Learning Approaches ◽  
Online Journalism ◽  
Multimedia Journalism

The digital age is reshaping media industries locally and globally, forcing media firms and media producers to master new media tools in order to remain competitive and employable. This technological revolution has had a marked impact on the structures and economic viability of media, necessitating media training institutions to rethink how they prepare future media professionals for work in the twenty-first century. In order to keep pace with these rapid technological changes, educational institutions have had to adjust journalism curricula to integrate online or multimedia journalism courses that build online competencies and the technological skills needed for graduates to flourish in digital media domains. Despite these efforts, industry players still decry the apparent unpreparedness of graduates, largely attributing this to the learning approach taken by universities.Quality skills training has been argued to ensure that learners can relate with real work life. However, in countries like Rwanda, little is known about whether these new strategies are fostering the knowledge, skills and professional dispositions needed to work in a country that is undergoing rapid technological and economic change. Drawing from experiential learning theory, this study uses five focus-group discussions from five Rwandan journalism schools to glean the views of final-year students on how trainers employ practical pedagogy to cultivate students’ online skills in readiness for employment. Findings reveal that students consider the experiential learning approaches to be essential to their perceived online readiness. These enhanced skills were achieved using digital scenarios relating to students’ future work environment. However, the perceived quality of this experience varied from trainer to trainer, based on a range of factors including their how students perceived the trainers’ attitudes towards new media, their perceived ability to teach the digital skills and the learners’ own digital experience and competence.   How to cite this article:  NJUGUNA, Joseph; JJUUKO, Margaret. Online journalism education in Rwanda: students find value in the Experiential Learning Approach. Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 84-101, Sept. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=91&path%5B%5D=48   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Postgraduate anesthesiology training and COVID-19

2020 ◽  
Vol 24 (5) ◽  
Author(s):  
Fazal Hameed Khan ◽  
Maliha Fazal
Keyword(s):  
Training Programs ◽  
Clinical Skills ◽  
Graduate Training ◽  
Skills Training ◽  
The Past ◽  
Clinical Scenarios ◽  
Post Graduate Training ◽  
On Line ◽  
Training Methodologies ◽  
The Impact

COVID 19 has caused a major disruption in social, economical and educational activities around the world . We are still not clear about the issues that the covid 19 has resulted in imparting post graduate training programs specially anesthesia .WE have seen some such disruptions in the past during SARS but this pandemic has taken the entire world by surprise . Training programs are still evaluating the impact of covid 19 .Some of the suggested changes in the methodology of our training and teaching involves obtaining active feed back of the anesthesia trainees , conducting on line classes for teaching preoperative assessments and clinical scenarios , clinical skills training by using high fidelity simulation and using assessment strategies which are somewhat different from the strategies that were used in the past . We also have to modify our criteria for graduating our trainees without affecting patient safety. It seems a difficult task but constant review of the situation, making changes as the situation evolves and reinforcement of training methodologies keeping the safety of trainee and the patient in mind will definitely help us in producing excellent future anesthesiologist. Key words:  Postgraduate training; Anesthesiology; COVID-19 Citation: Khan FH, Fazal M. Postgraduate anesthesiology training and COVID-19. Anaesth. pain intensive care 2020;24(5): Received: 20 June 2020, Reviewed: 24, 28 June 2020, Accepted: 1 July 2020

scholarly journals Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

2021 ◽  
Vol 11 (2) ◽  
pp. 46
Author(s):  
Maki K. Habib ◽  
Fusaomi Nagata ◽  
Keigo Watanabe
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Learning Process ◽  
Laboratory Experiments ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Learning Approaches ◽  
Experimental Systems

The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student’s engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.

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