scholarly journals Geriatric Interprofessional Simulation Education Results and Rapid Cycle Quality Improvement

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 2-2
Author(s):  
Denise Kropp
Keyword(s):  
Quality Improvement ◽  
Student Satisfaction ◽  
Interprofessional Education ◽  
Assessment Tool ◽  
Learner Satisfaction ◽  
Standardized Patient ◽  
Delivery Methods ◽  
Work Requirements ◽  
Simulation Education ◽  
Virtual Events

Abstract Following a geriatric interprofessional education event, we measured learner progression in interprofessional collaborative competencies using the Interprofessional Socialization and Valuing Scale (ISVS). We also measured student satisfaction with an investigator generated assessment tool. Through Rapid Cycle Quality Improvement (RCQI) processes, we implemented a number of variations of both the in-person and the virtual events. Variations included differences in case studies, pre work requirements, geriatric didactic topics, poster topics and presentation format, facilitator training, standardized patient or patient presence, huddle format, and demonstration of how to effectively perform teamwork. Results showed gains in interprofessional collaborative competencies between pre- and post-education using this geriatric simulation model. Learner satisfaction was high for all simulation variations. Results of education variations and comparisons of the delivery methods will be presented.

scholarly journals Managing Older Adults With Cognitive Impairment: An Interprofessional, Standardized Patient Approach

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 10-10
Author(s):  
Shaun Varrecchia ◽  
Carol Maritz ◽  
Colleen Maher ◽  
Megan Strauss
Keyword(s):  
Older Adults ◽  
Cognitive Impairment ◽  
Occupational Therapy ◽  
Interprofessional Education ◽  
Professional Organizations ◽  
Standardized Patient ◽  
Geriatric Population ◽  
Roles And Responsibilities ◽  
Interprofessional Teams ◽  
Occupational Therapy Students

Abstract Several professional organizations have called for increased preparation of health professionals capable of working with older adults, including those with cognitive impairment. Standardized patients (SP) are often used in interprofessional education (IPE) in the health professions, but limited data exists to support their use when teaching about the care and management of older adults with cognitive impairment. The purposes of this project were to: 1) develop, implement, and assess an interprofessional standardized patient exercise involving physical and occupational therapy students and 2) to evaluate students’ perceptions of a SP encounter on relevance and utility to patients with cognitive impairment. 88 students representing physical therapy (DPT) and occupational therapy (DrOT) were assigned to interprofessional teams to evaluate an SP portraying an older adult with cognitive impairment. At the conclusion of the session the SP provided the group formative feedback. Student teams then completed an assignment to develop a collaborative intervention plan and addressed questions about roles and responsibilities and communication/teamwork. Pre-/post- surveys focusing on the knowledge of roles and responsibilities, communication, and teamwork were completed by all students. Students also completed an evaluation about the SP experience. Results demonstrated student agreement to understanding the role of the other’s profession improved 28.67%; being comfortable communicating with the geriatric population improved 27.31%; and working in interprofessional teams can improve geriatric patient care improved 32.11%. These findings demonstrate that use of SPs has several advantages in teaching students how to work and communicate with individuals with cognitive impairments as an interprofessional team.

151 Optimising Bone Health on Sheffield Frailty Unit Through Quality Improvement

2021 ◽  
Vol 50 (Supplement_1) ◽  
pp. i12-i42
Author(s):  
C M Orton ◽  
N E Sinson ◽  
R Blythe ◽  
J Hogan ◽  
N A Vethanayagam ◽  
...  
Keyword(s):  
Quality Improvement ◽  
Fracture Risk ◽  
Fragility Fracture ◽  
Bone Health ◽  
Assessment Tool ◽  
Health Assessment ◽  
Fragility Fractures ◽  
Improvement Project ◽  
Number Of Patients ◽  
Fracture Risk Assessment Tool

Abstract Introduction NICE and the National Osteoporosis Guidance Group (NOGG) advise on evaluation of fracture risk and osteoporosis treatment1,2, with evidence suggesting that screening and treatment reduces the risk of fragility fractures 3,4,5. However, it is often overlooked in the management of older patients within secondary care. Audit data from Sheffield Frailty Unit (SFU) in 2018 showed that national guidance was not routinely followed. Fracture Risk Assessment Tool (FRAX®) scores were not calculated and bone health was poorly managed. Therefore, we undertook a quality improvement project aiming to optimise bone health in patients presenting to SFU. Method & Intervention In January 2019 we collaborated with Sheffield Metabolic Bone Centre (MBC) to develop a pathway aiming to improve bone health assessment and management in patients presenting to SFU with a fall or fragility fracture. This included a user-friendly flow chart with accompanying guidelines, alongside education for staff. Performance was re-evaluated in May 2019, following which a tick box prompt was added to post take ward round documentation. A re-audit was performed in March 2020. Results In March 2018 0% of patients presenting with a fall had a FRAX® score calculated and only 40% of those with a new fragility fracture were managed according to guidelines. In May 2019, this had improved to 18% and 100% respectively. In March 2020 86% of patients had a FRAX® score calculated appropriately and 100% of fragility fractures were managed according to guidelines. In both re-audits 100% of FRAX® scores were acted on appropriately. Conclusions There has been a significant increase in the number of patients who have their bone health appropriately assessed and managed after presenting to SFU. However, achieving optimum care is under constant review with the aim to deliver more treatment on SFU, thereby reducing the need for repeat visits to the MBC.

Growing our own theatre staff: Practice development and education

2018 ◽  
Vol 28 (5) ◽  
pp. 128-132
Author(s):  
Becky Cresswell ◽  
Corrina Davies ◽  
Sue Langlois ◽  
Dan Richter
Keyword(s):  
Quality Improvement ◽  
Student Satisfaction ◽  
Quality Improvement Project ◽  
Quality And Safety ◽  
Improvement Project ◽  
Staff Morale ◽  
Theatre Staff ◽  
Practice Development ◽  
Staff Practice ◽  
Practice Education

Royal Bournemouth & Christchurch Hospitals NHS Foundation Trust engaged in a quality improvement project aimed at improving quality and safety in theatres. The improvements delivered were recruitment to full staffing template, reduction in agency staffing to zero, and creating a theatre coordinator role to ensure safe staffing. The Practice Education Team was increased fivefold with no extra investment as a result of these improvements. Student satisfaction results amongst ODPs and nurses have increased alongside staff morale and productivity.

scholarly journals Evaluation of an Interprofessional Problem-based Learning Module on Care of Persons Living with HIV/AIDS

2010 ◽  
Vol 1 (2) ◽  
Author(s):  
Marcel D'Eon ◽  
Peggy Proctor ◽  
Jane Cassidy ◽  
Nora McKee ◽  
Krista Trinder
Keyword(s):  
Student Satisfaction ◽  
Interprofessional Education ◽  
Large Scale ◽  
Interprofessional Collaboration ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Great Promise ◽  
Persons Living With Hiv ◽  
Post Test ◽  
Hiv Aids

Background: Interprofessional education (IPE) holds great promise in continuing to reform the management of complex chronic conditions such as HIV/AIDS, and Problem-based Learning (PBL) is a suitable format for IPE. This study aimed to evaluate the effectiveness of a large scale, compulsory interprofessional PBL module on HIV/AIDS education. In 2004, 30 physical therapy and 30 medical students at the University of Saskatchewan engaged in the HIV/AIDS PBL module. By 2007 over 300 students from seven healthcare programs were involved.Methods and Findings: The module was evaluated over the years using student satisfaction surveys, focus groups, self-assessments, and in 2007 with written pretest/post-tests. Students rated the learning experience about both HIV/AIDS and about interprofessional collaboration, at 4 or 5 out of 6 and effect sizes fell between d = .70 and 3.19. That only one pre-test/post-test study was conducted at a single institution is one of the limitations of this study.Conclusions: Students generally thought highly of the interprofessional PBL module on HIV/AIDS and learned a considerable amount. Although more research is needed to substantiate the self-assessment data, establish what and how much is being learned, and compare PBL to alternative methodologies, PBL is a promising approach to IPE.

scholarly journals Differences in Faculty and Standardized Patient Scores on Professionalism for Second-Year Podiatric Medical Students During a Standardized Simulated Patient Encounter

2018 ◽  
Vol 108 (2) ◽  
pp. 145-150
Author(s):  
James M. Mahoney ◽  
Vassilios Vardaxis ◽  
Noreen Anwar ◽  
Jacob Hagenbucher
Keyword(s):  
Medical Students ◽  
Faculty Member ◽  
Real Time ◽  
Assessment Tool ◽  
Simulated Patient ◽  
Standardized Patient ◽  
Patient Encounter ◽  
Second Year ◽  
The Difference ◽  
Share Information

Background: This study examined the differences between faculty and trained standardized patient (SP) evaluations on student professionalism during a second-year podiatric medicine standardized simulated patient encounter. Methods: Forty-nine second-year podiatric medicine students were evaluated for their professionalism behavior. Eleven SPs performed an assessment in real-time, and one faculty member performed a secondary assessment after observing a videotape of the encounter. Five domains were chosen for evaluation from a validated professionalism assessment tool. Results: Significant differences were identified in the professionalism domains of “build a relationship” (P = .008), “gather information” (P = .001), and share information (P = .002), where the faculty scored the students higher than the SP for 24.5%, 18.9%, and 26.5% of the cases, respectively. In addition, the faculty scores were higher than the SP scores in all of the “gather information” subdomains; however, the difference in scores was significant only in the “question appropriately” (P = .001) and “listen and clarify” (P = .003) subdomains. Conclusions: This study showed that professionalism scores for second-year podiatric medical students during a simulated patient encounter varied significantly between faculty and SPs. Further consideration needs to be given to determine the source of these differences.

scholarly journals Developing a genetic services assessment tool to inform quality improvement efforts in state genetic service delivery

2018 ◽  
Vol 21 (4) ◽  
pp. 955-964
Author(s):  
Ann F. Chou ◽  
John Mulvihill ◽  
Celia Kaye ◽  
Sylvia Mann ◽  
Marc S. Williams ◽  
...  
Keyword(s):  
Quality Improvement ◽  
Service Delivery ◽  
Assessment Tool ◽  
Genetic Services ◽  
Genetic Service

Development and validation of an A3 problem-solving assessment tool and self-instructional package for teachers of quality improvement in healthcare

2021 ◽  
pp. bmjqs-2020-012105
Author(s):  
Jennifer S Myers ◽  
Jeanne M Kin ◽  
John E Billi ◽  
Kathleen G Burke ◽  
Richard Van Harrison
Keyword(s):  
Quality Improvement ◽  
Problem Solving ◽  
Assessment Tool ◽  
Relevant Literature ◽  
Intraclass Correlation ◽  
Management Approach ◽  
Problem Solving Skills ◽  
Experience Teaching ◽  
Self Instruction ◽  
Summative Feedback

PurposeA3 problem solving is part of the Lean management approach to quality improvement (QI). However, few tools are available to assess A3 problem-solving skills. The authors sought to develop an assessment tool for problem-solving A3s with an accompanying self-instruction package and to test agreement in assessments made by individuals who teach A3 problem solving.MethodsAfter reviewing relevant literature, the authors developed an A3 assessment tool and self-instruction package over five improvement cycles. Lean experts and individuals from two institutions with QI proficiency and experience teaching QI provided iterative feedback on the materials. Tests of inter-rater agreement were conducted in cycles 3, 4 and 5. The final assessment tool was tested in a study involving 12 raters assessing 23 items on six A3s that were modified to enable testing a range of scores.ResultsThe intraclass correlation coefficient (ICC) for overall assessment of an A3 (rater’s mean on 23 items per A3 compared across 12 raters and 6 A3s) was 0.89 (95% CI 0.75 to 0.98), indicating excellent reliability. For the 20 items with appreciable variation in scores across A3s, ICCs ranged from 0.41 to 0.97, indicating fair to excellent reliability. Raters from two institutions scored items similarly (mean ratings of 2.10 and 2.13, p=0.57). Physicians provided marginally higher ratings than QI professionals (mean ratings of 2.17 and 2.00, p=0.003). Raters averaged completing the self-instruction package in 1.5 hours, then rated six A3s in 2.0 hours.ConclusionThis study provides evidence of the reliability of a tool to assess healthcare QI project proposals that use the A3 problem-solving approach. The tool also demonstrated evidence of measurement, content and construct validity. QI educators and practitioners can use the free online materials to assess learners’ A3s, provide formative and summative feedback on QI project proposals and enhance their teaching.

Contextualizing Social Presence and Learner Identity Through the Lens of Moore's Theory of Transactional Distance

2021 ◽  
pp. 1-15
Author(s):  
Michael Marmon
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Social Presence ◽  
Online Courses ◽  
Course Delivery ◽  
Transactional Distance ◽  
Delivery Methods ◽  
Learner Identity ◽  
Face To Face ◽  
Course Delivery Methods

Online education has become a ubiquitous and convenient method by which to complete courses at institutions of higher education across the globe. To achieve this level of parity between course delivery methods (online or face-to-face), the instructor or course designer must understand the complex relationship between the technology and instructional design theories being leveraged in these contexts. Within the context of this chapter, these barriers manifest themselves within Moore's Theory of Transactional Distance, a theory which states that the transactional distance between stakeholders (whether it is instructor-learner or learner-learner communication) has the potential to obstruct the path for comprehending the information being presented as well as influencing the level of rapport between students. This chapter examines the obstacles that are present because of Moore's Theory of Transactional Distance and the influence that social presence has on learners in online courses from the perspective of student satisfaction and positive learning outcomes.

Project Management Assessment Methods

2011 ◽  
pp. 321-357
Author(s):  
Mysore Narayanan
Keyword(s):  
Quality Improvement ◽  
Project Management ◽  
Small Business ◽  
21St Century ◽  
Continuous Quality Improvement ◽  
Assessment Tool ◽  
Business Environment ◽  
Global Market ◽  
Assessment Methods ◽  
Continuous Quality

In this chapter, the author describes how one can implement and incorporate creative techniques to design, develop, document and disseminate a systematic process for conducting assessment, whether it be in a multinational corporation or it be in a small business environment. The author accomplishes this by providing models, samples and established guidelines for effectively using assessment results for continuous quality improvement. The author focuses on the importance of adopting modern techniques and stresses that technology should not be viewed just as a growing trend. The author shows how technology can be intelligently implemented as an invaluable assessment tool that can quickly identify areas for improvement so that a given corporation can continue to climb the ladder of success in a competitive global market of the 21st Century.

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