scholarly journals A Simulation Model for Geriatric Education: Theory, Virtual Transformation and Quality Improvement

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 1-1
Author(s):  
Jennifer Drost ◽  
Susan Fosnight
Keyword(s):  
Quality Improvement ◽  
Active Learning ◽  
Affective Learning ◽  
Team Training ◽  
Basic Knowledge ◽  
Healthcare Team ◽  
Team Approach ◽  
Geriatric Population ◽  
Training Models ◽  
Patient Dissatisfaction

Abstract Delivery of effective healthcare for the geriatric population is often complex due to the interplay between physical, social, and emotional variables. It is well established that it is the interplay between chronic medical conditions, social determinants of health, function and geriatric syndromes that drives outcomes. This complexity makes it especially important for the healthcare team to take an interprofessional team approach to avoid fragmented care which can lead to patient dissatisfaction, an ineffective plan of care, and low-quality outcomes. However, effective teamwork is not innate to healthcare; it must be learned and developed over time through purposeful education. The literature on team training supports active learning pedagogies such as simulation-based education that has emerged as an effective way to translate teamwork education into practice. Participation in active learning such as simulation, provides learners with authentic experiences that become cognitive frames that can transition into real practice. Education of adult learners should be a scaffolding of experiences that build on one another. This approach can lead the learner from the acquisition of basic knowledge, skills, and attitudes, to higher levels of competency and clinical judgement. Simulation simultaneously engages cognitive, perceptual-motor, and affective learning, and when combined with effective debriefing can lead to higher levels of learning. Effective models with scaffolding of experiences using simulations for geriatric team training are lacking in the literature. We describe here the theoretical framework for such training, adaptions of in-person and virtual training models due to COVID-19 restrictions through rapid cycle quality improvement.

The Interaction of Pulmonary Physiology and Swallowing: A Juggling Act for the Physician and Speech-Language Pathologist

2009 ◽  
Vol 18 (1) ◽  
pp. 34-40
Author(s):  
Karen J. Dikeman ◽  
Marta S. Kazandjian ◽  
Elbert Tun ◽  
Panina Niyazova ◽  
Tien-Tsai Tsai ◽  
...  
Keyword(s):  
Health Care Providers ◽  
Medical Condition ◽  
Team Approach ◽  
Care Providers ◽  
Geriatric Population ◽  
Pulmonary Physiology ◽  
Speech Language Pathologist ◽  
Ventilator Dependence ◽  
Clinical Case Studies ◽  
Single Disease Entity

Abstract Patients who are dependent upon tracheostomy and/or ventilator use present a particular challenge to health-care providers. The interaction of pulmonary physiology and deglutition is complex, as illustrated in the course of patients who are in the weaning process. Speech language pathologists (SLPs) should work closely with their physician colleagues to understand the influence of multiple medical co-morbidities on intervention. In traditional medicine, the clinician's objective is to connect a patient's many symptoms and complaints to a single disease entity. However, in caring for the ventilator dependent geriatric population, a symptom such as dysphagia typically results from the interplay of various, multi-organ symptoms, and conditions. This article strives to demonstrate the “juggling act” that the physician and SLP must balance between the patient's current medical condition, pulmonary dysfunction, and disordered swallowing. Clinical case studies illustrate the benefit of swallowing intervention on quality of life. While the care of patients with tracheostomy and ventilator dependence requires a team approach, with respiratory therapy and nursing vital members, this article emphasizes the roles of the SLP and physician.

scholarly journals Empower to connect and connect to empower: experience in using a humanistic approach to improve patients’ access to, and experience of, care in isolation wards during the COVID-19 outbreak in Singapore

2021 ◽  
Vol 10 (1) ◽  
pp. e000996
Author(s):  
Natalie Liling Woong ◽  
Victoria Sze Min Ekstrom ◽  
Xiaohui Xin ◽  
Crystal Lim ◽  
Evelyn Swee Kim Boon ◽  
...  
Keyword(s):  
Quality Improvement ◽  
Psychosocial Support ◽  
Interprofessional Collaboration ◽  
Quality Improvement Project ◽  
Healthcare Team ◽  
Psychosocial Needs ◽  
Improvement Project ◽  
Support Materials ◽  
Experience Of Care ◽  
Singapore General Hospital

Patients admitted to the isolation ward during the COVID-19 outbreak face multiple psychosocial stressors including the disruptive experience of being in quarantine, anxiety over contracting a newly emerging infectious disease and limited access to their healthcare team. This quality improvement project aims to leverage on technology to improve patients’ access to, and experience of, care while in isolation.Patients admitted to two isolation wards in Singapore General Hospital (SGH) between 28 February and 19 March 2020 were each provided an iPad loaded with the MyCare application (app), curated materials and mobile games. During this period, 83 of them accessed the device and the app. MyCare app is an app developed by the nursing team in SGH as part of an existing interprofessional collaboration to help patients navigate their care during their inpatient stay. In response to COVID-19, MyCare app was supplemented with materials to address affected patients’ informational and psychosocial needs. These materials included an information sheet on COVID-19, interviews with previous severe acute respiratory syndrome survivors, psychosocial support materials, and uplifting literature, illustrated storybooks and artwork.This paper describes the process of planning for, and executing, the intervention and reports the initial results of its effect. Initial feedback indicated a positive response to the intervention. 9 out of 10 respondents (90%) rated their hospital experience with a maximum of five stars and all 10 respondents (100%) rated the psychosocial support materials with five stars. Doctors managing the patients also observed a reduction in the number of commonly asked questions following the deployment of the iPad.This quality improvement project is ongoing with plans for further research to determine how to better support the psychosocial needs of patients in isolation during a novel disease outbreak. This report is written based on the Standards for Quality Improvement Reporting Excellence guidelines.

scholarly journals Quality Control in Production Processes

2016 ◽  
Vol 19 (3) ◽  
pp. 77-83 ◽  
Author(s):  
Miroslav Prístavka ◽  
Martina Kotorová ◽  
Radovan Savov
Keyword(s):  
Quality Control ◽  
Quality Improvement ◽  
Quality Management ◽  
Statistical Methods ◽  
Developed Countries ◽  
Basic Knowledge ◽  
Root Cause ◽  
Production Processes ◽  
Basic Quality ◽  
Quality Tools

AbstractThe tools for quality management are used for quality improvement throughout the whole Europe and developed countries. Simple statistics are considered one of the most basic methods. The goal was to apply the simple statistical methods to practice and to solve problems by using them. Selected methods are used for processing the list of internal discrepancies within the organization, and for identification of the root cause of the problem and its appropriate solution. Seven basic quality tools are simple graphical tools, but very effective in solving problems related to quality. They are called essential because they are suitable for people with at least basic knowledge in statistics; therefore, they can be used to solve the vast majority of problems.

Abstract TP362: A Team Approach for Improving Door to needle Time for IV t-PA in Acute Stroke

Stroke ◽  
2013 ◽  
Vol 44 (suppl_1) ◽  
Author(s):  
Nili E Steiner ◽  
Nicole Wolber ◽  
Betty Robertson ◽  
Paula Rosenfield ◽  
Laurie Paletz
Keyword(s):  
Quality Improvement ◽  
Acute Stroke ◽  
Stroke Patient ◽  
Ct Perfusion ◽  
Team Approach ◽  
Acute Stroke Patient ◽  
Stroke Treatment ◽  
Perfusion Studies ◽  
Intravenous Tissue Plasminogen Activator ◽  
Ct Angiogram

Background: Brain ischemia kills 2 million nerve cells per minute. As time elapses, the odds of favorable outcome become less likely. By providing treatment rapidly, patient outcome is markedly improved. We recognized an opportunity for improvement by shortening our door-to-needle time. The door-to-needle time is defined by the time the patient arrives in the emergency department to the time the patient receives intravenous tissue plasminogen activator (IV t-PA). Methods: We evaluated the system in place to look at opportunities for improvement. We met monthly to assess every acute stroke patient case, particularly to evaluate delays in acute stroke treatment. We analyzed the results of all the acute stroke patient cases from January 2008 to January 2012. We implemented the following interventions: staff education, reducing unnecessary CT angiogram and CT perfusion studies on patients, RN telephone triage for acute stroke patients. pre-hospital activation of the stroke team for patients exhibiting acute stroke symptoms, ED pharmacist at bedside upon patient arrival with t-PA, and placing patients on portable monitors immediately upon ED arrival. Conclusion: The average door-to-needle time from January 2008 to October 2011 was 1 hour and 32 minutes. After implementing the changes above, from November 2011 to January 2012, our average door-to-needle time was 38 minutes to 54 minutes, which is within the target of less than 60 minutes. By implementing these changes, we have successfully and safely reduced and improved our door-to-needle time. Monthly quality improvement meetings are on-going to assess continuing quality improvement.

Introduction of Problem Based Learning (PBL) as a Supplementary Tool to Enhance Active Learning in Physiology – A Study in a Medical College of Southern Kolkata

2021 ◽  
Vol 8 (40) ◽  
pp. 3483-3488
Author(s):  
Pandurang Narhare ◽  
Padmakar Sasane ◽  
Revathi Mohanan ◽  
Mriganka Baruah
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Subjective Evaluation ◽  
Problem Based Learning ◽  
Basic Knowledge ◽  
Control Group ◽  
Study Group ◽  
Self Directed Learning ◽  
Clinical Scenarios ◽  
Directed Learning

BACKGROUND The motivation to learn begins with a problem. The ideology of problem-based learning (PBL) is to encourage the students to think beyond the books and apply the basic knowledge to various clinical scenarios. Problem based learning has been a concept in existence for decades, yet its implementation in medical education is limited. So the study on PBL was taken up to know analytical skills, comprehensive understanding of disease process and inculcate the practice of self-directed learning in physiology. METHODS This was an educational interventional study carried out on 60 first MBBS students chosen by simple random sampling. Students were further randomly divided into two groups containing 30 students in the control group and 30 students in the study group. Control group was taught by didactic lectures. 10 clinical scenarios were given to study group and discussions were conducted under the moderation of faculties. Objective evaluation was performed using pre-test and post-test examination for both groups. Subjective evaluation of attitude in study group towards PBL was recorded using self-developed questionnaire using Likert’s scale. Data was analysed by using paired students t test. RESULTS The mean pre-PBL (9.83±4.88) and post-PBL scores (15.61 ± 2.99) in study group were significant (p < 0.00001). The comparison of mean scores of postdidactic lectures (12.88 ± 3.13) in control group and post-PBL (15.61 ± 2.99) in study group were significant (p < 0.001). Subjective evaluation using Likert’s scale revealed increased interest in active learning, better confidence, communication, comprehension, and motivation amongst the PBL group. CONCLUSIONS From the results of this study, it can be concluded that problem-based learning is a good supplementary tool in teaching physiology, and it can be included in the regular medical teaching programmes so that the students have a better understanding of the various challenges in the field of medical education and research so that newer strategies for better health care provision can be planned. KEYWORDS Active Learning, Medical Education, Problem Solving, Self-Directed Learning

scholarly journals A Neonatal Intensive Care Unit’s Experience with Implementing an In-Situ Simulation and Debriefing Patient Safety Program in the Setting of a Quality Improvement Collaborative

Children ◽  
2020 ◽  
Vol 7 (11) ◽  
pp. 202
Author(s):  
Mary Eckels ◽  
Terry Zeilinger ◽  
Henry C. Lee ◽  
Janine Bergin ◽  
Louis P. Halamek ◽  
...  
Keyword(s):  
Patient Safety ◽  
Intensive Care ◽  
Quality Improvement ◽  
Neonatal Intensive Care ◽  
Quality Care ◽  
Neonatal Resuscitation ◽  
Healthcare Team ◽  
In Situ Simulation ◽  
Implementation Phase

Extensive neonatal resuscitation is a high acuity, low-frequency event accounting for approximately 1% of births. Neonatal resuscitation requires an interprofessional healthcare team to communicate and carry out tasks efficiently and effectively in a high adrenaline state. Implementing a neonatal patient safety simulation and debriefing program can help teams improve the behavioral, cognitive, and technical skills necessary to reduce morbidity and mortality. In Simulating Success, a 15-month quality improvement (QI) project, the Center for Advanced Pediatric and Perinatal Education (CAPE) and California Perinatal Quality Care Collaborative (CPQCC) provided outreach and training on neonatal simulation and debriefing fundamentals to individual teams, including community hospital settings, and assisted in implementing a sustainable program at each site. The primary Aim was to conduct two simulations a month, with a goal of 80% neonatal intensive care unit (NICU) staff participation in two simulations during the implementation phase. While the primary Aim was not achieved, in-situ simulations led to the identification of latent safety threats and improvement in system processes. This paper describes one unit’s QI collaborative experience implementing an in-situ neonatal simulation and debriefing program.

scholarly journals Effectiveness of active learning for ecology teaching: the perspective of students vs their grades

2020 ◽  
Author(s):  
Carlos Frankl Sperber ◽  
Neucir Szinwelski ◽  
Frederico Fernandes Ferreira ◽  
Lucas Ferreira Paiva ◽  
Victor Mateus Prasniewski ◽  
...  
Keyword(s):  
Active Learning ◽  
Class Group ◽  
Basic Knowledge ◽  
Teaching Methodology ◽  
Writing Assessments ◽  
Online Writing ◽  
Active Involvement ◽  
Writing Group ◽  
Learning Tasks ◽  
The Impact

AbstractWe evaluated the effectiveness of active learning for ecology teaching by comparing the perspective of students to their grades in exams. We estimated the perspective of the students through anonymous survey; we used students’ exam grades to estimate their ecology learning, and their effort and performance in the active learning tasks through their grades and proportion of intermediate steps for each active learning task. Active learning involved teachers’ stimuli for students’ active involvement, extra-class group task, individual online writing assessments, redoing exam in pairs, and classroom writing group assessments. We also evaluated the impact, unto the effectiveness of active learning, of several student characteristics, such as sex, age, individual study effort, and previous basic knowledge. We found that self-evaluated learning increased linearly with teachers’ attempts to stimulate students’ active involvement (P = 0.0003), extra-class group task (P = 0.0003), and previous basic knowledge (P = 0.02), while students’ grades increased asymptotically with extra-class group task (P < 2−16), and increased linearly with online writing assessments (P = 9.3−8) and classroom-based writing group assessments (P = 0.03). Our results showed that students perceive most part of the effectiveness of active-learning tasks and of teachers’ efforts. We showed that active learning tasks are complementary, so we recommend that teachers in both college and high school should implement simultaneous active-learning tasks, that include extra-class work in group, individual and group writing assessments, and should stimulate students’ engagement through respectful and non-authoritarian behavior of the teacher. Our results also showed that previous basic knowledge also plays a central role in driving effective learning, evidencing the importance of students instruction outside college. The applied teaching methodology is cheap and feasible for large classes. In these times of rising intolerance, prejudice, dismiss of environmental issues and disregard of science itself, we need an effective, pluralistic, respectful, and student-centred education, that fosters critical thinking, tolerance and respect for differing points of view.

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