Training in Ophthalmology

2016 ◽  
Keyword(s):  
Clinical Skills ◽  
Treatment Options ◽  
Clinical Knowledge ◽  
Practical Skills ◽  
Training Curriculum ◽  
Core Knowledge ◽  
Specialist Training ◽  
Basic Sciences ◽  
Relative Lack ◽  
The Core

This title addresses the Royal College of Ophthalmologists syllabus for trainee ophthalmologists and is an essential read for those studying ophthalmology, optometry, and orthoptics. With the relative lack of ophthalmology teaching at medical school and the often inconsistent formal teaching of fundamental examination and clinical techniques during initial posts, ophthalmology trainees often feel they are being ‘thrown in at the deep end’ early on in their career. In addition, trainees are now expected to clearly demonstrate evidence of having acquired the expected knowledge, clinical, technical, and surgical skills at each stage of their training in order to progress. This book aims to help address these issues by mapping the stages of the Ophthalmic Specialist Training curriculum and providing trainees with the core knowledge and clinical skills they will require to succeed. As a theoretical and practical aid, it guides readers through postgraduate Ophthalmic Specialist Training. Emphasis is placed on the practical assessment and management of key ophthalmic conditions. Each chapter explores basic sciences, clinical skills, clinical knowledge, and practical skills. Conditions are discussed with general explanations of the pathophysiology and clinical evaluation, which are followed by differential diagnoses and treatment options.

66. Innovation in the academic half-day CanMEDS medical expert competency for residency educations

2007 ◽  
Vol 30 (4) ◽  
pp. 65
Author(s):  
H. R. Rajani ◽  
C. Good
Keyword(s):  
Core Competency ◽  
Core Knowledge ◽  
Specialist Training ◽  
Medical Expert ◽  
Learning Session ◽  
Training Requirements ◽  
The Core ◽  
Case Based Learning ◽  
Contact Hours ◽  
Didactic Presentation

Over the past decade we have attempted various iterations of the academic half-day, but recurring trainee complaints of only didactic sessions, a parallel resident-directed “Nelsons” rounds, and low attendance necessitated a reconsideration of the approach. After discussion with the postgraduate trainees we divided the academic year into two blocks. An initial 8 week “summer program” with 24 student contact hours, focuses on the introduction to and review of common, critical care and emergency pediatric issues. The following 40 weeks has 120 student contact hours. Two thirds of the time is directed at the CanMEDS Medical Expert Core Competency. The postgraduate trainees have developed a three year core knowledge curriculum. The 200 “core” topics are mapped onto four international curricula; the RCPSC’s Objectives of Training and Specialty Training Requirements in Pediatrics using the Systems-Based Educational Objectives in the Core Program in Pediatrics, the American Board of Pediatrics – General Pediatrics Outline, and the Royal College of Pediatrics & Child Health (RCPCH) Framework of Competencies for Basic Specialist Training, and Core Higher Specialist Training in Paediatrics. The two hour Medical Expert session is divided equally into a postgraduate trainee didactic presentation, and a collaborator case-based learning session. Six weeks prior to the scheduled session the trainee and the assigned faculty collaborator receive the core Medical Expert topic mapped to the four international curricula. The pediatric trainee develops a didactic presentation along with a two page summary. The collaborator, a resource for the trainee’s didactic presentation, develops three clinical cases that emphasize core knowledge, and attends as a Medical Expert resource person. We are currently surveying the postgraduate trainees and faculty about this international-based core medical expert program of study.

scholarly journals Respiratory clinical guidelines inform ward-based nurses’ clinical skills and knowledge required for evidence-based care

Breathe ◽  
2016 ◽  
Vol 12 (3) ◽  
pp. 257-266 ◽  
Author(s):  
Alisha M. Johnson ◽  
Sheree M.S. Smith
Keyword(s):  
Common Core ◽  
Clinical Guidelines ◽  
Clinical Skills ◽  
Technical Skills ◽  
Evidence Based ◽  
Core Knowledge ◽  
Optimal Care ◽  
Knowledge And Skills ◽  
The Core ◽  
Evidence Based Care

Respiratory clinical guidelines provide clinicians with evidence-based guidance for practice. Clinical guidelines also provide an opportunity to identify the knowledge and technical and non-technical skills required by respiratory ward-based registered nurses. The aim of this review was to use a systematic process to establish the core technical and non-technical skills and knowledge identified in evidence-based clinical guidelines that enable the care of hospitalised adult respiratory patients.17 guidelines were identified in our systematic review. The quality assessment demonstrated variability in these guidelines. Common core knowledge and technical and non-technical skills were identified. These include pathophysiology, understanding of physiological measurements and monitoring, education, counselling, and ward and patient management.The knowledge and skills extracted from respiratory clinical guidelines may inform a curriculum for ward-based respiratory nursing to ensure optimal care of adult patients.

Vitreoretinal surgery

2016 ◽  
Author(s):  
Sidath E. Liyanage ◽  
Fred K. Chen ◽  
James W. Bainbridge
Keyword(s):  
Clinical Skills ◽  
Vitreoretinal Surgery ◽  
Optical Power ◽  
Detailed Examination ◽  
Posterior Segment ◽  
Real Image ◽  
Clinical Knowledge ◽  
Practical Skills ◽  
Submacular Surgery ◽  
Retinal Photocoagulation

This chapter explores vitreoretinal surgery. It starts off with a detailed examination of retinal anatomy, including a discussion of retinal embryology, and then discusses the physiology of the retina. Next, it outlines the clinical skills of posterior segment history taking and examination. It then discusses the use of diagnostic lenses, which enable visualization of the fundus by neutralizing the optical power of the eye (direct lenses) or increasing the refractive power of the eye to create an inverted real image of the fundus anterior to the eye (indirect lenses). It then continues with a discussion of the practical skills of optical coherence tomography, ultrasonography, and retinal photocoagulation. The chapter also outlines clinical knowledge areas of vitreous disorders, retinal detachment, peripheral retinal abnormalities, macular surgery, submacular surgery, retinal tumours, choroidal tumours, vitreoretinopathies, and posterior segment trauma.

scholarly journals Pelvic organ prolapse: A primer for urologists

2017 ◽  
Vol 11 (6S2) ◽  
pp. 125 ◽  
Author(s):  
Michel Bureau ◽  
Kevin V. Carlson
Keyword(s):  
Pelvic Organ Prolapse ◽  
Treatment Options ◽  
Pelvic Organ ◽  
Vaginal Wall ◽  
Adult Women ◽  
Pelvic Examination ◽  
Training Curriculum ◽  
Common Condition ◽  
Appropriate Use ◽  
The Core

Pelvic organ prolapse (POP) results from weakness or injury of the pelvic floor supports with resulting descent of one or more vaginal compartments (anterior, apical and/or posterior). Women typically become symptomatic from the bulging vaginal wall or related organ dysfunction once this descent reaches the introitus. POP is a common condition, affecting more than half of adult women. Many women presenting to an urologist for stress urinary incontinence or overactive bladder will have associated POP; therefore, it is important for urologists who treat these conditions to be familiar with its diagnosis and management. While POP is part of the core urology training curriculum in some jurisdictions, it is not in Canada.1 This article reviews the diagnosis of POP, including pertinent symptoms to query in the history, important facets of a systematic pelvic examination, and the appropriate use of ancillary tests. Treatment options are also discussed, including conservative measures, pessaries, and various reconstructive and obliterative techniques.

The Core 4 Clinical Model: Strengthening the rural behavioral health workforce through a focus on foundational clinical skills.

2020 ◽  
Vol 44 (2) ◽  
pp. 118-128
Author(s):  
David K. Dan ◽  
Amy D. Herschell ◽  
Tiberiu Bodea-Crisan ◽  
Patricia L. Schake ◽  
James G. Gavin
Keyword(s):  
Behavioral Health ◽  
Health Workforce ◽  
Clinical Skills ◽  
Clinical Model ◽  
The Core ◽  
Behavioral Health Workforce

Desire for Self-healing

2017 ◽  
Vol 12 (1-2) ◽  
pp. 317-335
Author(s):  
Ngar-sze Lau
Keyword(s):  
Theravada Buddhism ◽  
Self Healing ◽  
Core Knowledge ◽  
The Third ◽  
The Core ◽  
Physical Suffering ◽  
Mind And Body ◽  
Core Practice ◽  
The Relationship ◽  
Contemporary Chinese

Abstract This practice report describes how Chinese meditators understand the “four foundations of mindfulness” (satipaṭṭhāna, sinianzhu 四念住) as a remedy for both mental and physical suffering. In the tradition of Theravāda Buddhism, satipaṭṭhāna is particularly recognized as the core knowledge for understanding the relationship between mind and body, and the core practice leading to liberation from suffering. Based on interviews with Chinese meditation practitioners, this study develops three main themes concerning how they have alleviated afflictions through the practice of satipaṭṭhāna. The first theme highlights how practitioners learn to overcome meditation difficulties with “right attitude.” The second theme is about practicing awareness with “six sense doors” open in order to facilitate the balance of the “five faculties.” The third theme explores how practitioners cultivate daily life practice through an understanding of the nature of mind and body as impermanent and as not-self. This paper details how these themes and embodied practices of satipaṭṭhāna constitute ways of self-healing for urban educated Buddhists in the contemporary Chinese context.

Cross-disciplinary perspectives on the transition to remote education

2021 ◽  
pp. bmjstel-2020-000814
Author(s):  
Natasha Houghton ◽  
Will Houstoun ◽  
Sophie Yates ◽  
Bill Badley ◽  
Roger Kneebone
Keyword(s):  
Medical Education ◽  
Performing Arts ◽  
Procedural Knowledge ◽  
Clinical Skills ◽  
Technology Enhanced Learning ◽  
Practical Skills ◽  
Digital Resources ◽  
Face To Face ◽  
Direct Patient Contact ◽  
Enhanced Learning

The COVID-19 pandemic has prompted the cancellation of clinical attachments and face-to-face teaching at medical schools across the world. Experiential learning—through simulation or direct patient contact—is essential for the development of clinical skills and procedural knowledge. Adapting this type of teaching for remote delivery is a major challenge for undergraduate medical education. It is also an opportunity for innovation in technology enhanced learning and prompts educators to embrace new ways of thinking. In this article, the authors explored how educators from different disciplines (medicine, music and performing arts) are using technology to enhance practical skills-based learning remotely.The authors, five experienced educators from different fields (surgery, medicine, music and magic), jointly documented the transition to technology enhanced remote teaching through a series of five structured conversations. Drawing from literature on distance learning in medicine and professional experience in education, the authors identified seven practice-enhancing recommendations for optimising teaching of procedural knowledge and skills. These are: (1) make a virtue out of necessity; (2) actively manage your environment; (3) make expectations clear; (4) embrace purposeful communication; (5) use digital resources; (6) be prepared for things to go wrong and (7) personalise the approach. The authors argue that widening the discourse in technology enhanced learning to include cross-disciplinary perspectives adds richness and depth to discussions. This article demonstrates a cross-disciplinary approach to addressing challenges in technology-enhanced medical education.

scholarly journals Validity Evidence for the Medical Student Core Physical Examination

2021 ◽  
Author(s):  
Todd Guth ◽  
Yoon Soo Park ◽  
Janice Hanson ◽  
Rachel Yudkowsky
Keyword(s):  
Medical Students ◽  
Clinical Skills ◽  
Validity Evidence ◽  
Clinical Experiences ◽  
Colorado School ◽  
The Core ◽  
University Of Colorado ◽  
School Of Medicine ◽  
Core Cluster ◽  
Cut Score

Abstract Background The Core Physical Exam (CPE) has been proposed as a set of key physical exam (PE) items for teaching and assessing PE skills in medical students, and as the basis of a Core + Cluster curriculum. Beyond the initial development of the CPE and proposal of the CPE and the Core + Cluster curriculum, no additional validity evidence has been presented for use of the CPE to teach or assess PE skills of medical students. As a result, a modified version of the CPE was developed by faculty at the University of Colorado School of Medicine (UCSOM) and implemented in the school’s clinical skills course in the context of an evolving Core + Cluster curriculum. Methods Validity evidence for the 25-item University of Colorado School of Medicine (UCSOM) CPE was analyzed using longitudinal assessment data from 366 medical students (Classes of 2019 and 2020), obtained from September 2015 through December 2019. Using Messick's unified validity framework, validity evidence specific to content, response process, internal structure, relationship to other variables, and consequences was gathered. Results Content and response process validity evidence included expert content review and rater training. For internal structure, a generalizability study phi coefficient of 0.258 suggests low reliability for a single assessment due to variability in learner performance by occasion and CPE items. Correlations of performance on the UCSOM CPE with other PE assessments were low, ranging from .00-.34. Consequences were explored through determination of a pass-fail cut score. Following a modified Angoff process, clinical skills course directors selected a consensus pass-fail cut score of 80% as a defensible and practical threshold for entry into precepted clinical experiences. Conclusions Validity evidence supports the use of the UCSOM CPE as an instructional strategy for teaching PE skills and as a formative assessment of readiness for precepted clinical experiences. The low generalizability coefficient suggests that inferences about PE skills based on the UCSOM CPE alone should be made with caution, and that the UCSOM CPE in isolation should be used primarily as a formative assessment.

Teaching Reform of Obstetrics and Gynecology Nursing Course in Higher Vocational Colleges Based on OBE Education Concept from the Perspective of Big Data

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Shanshan Huang ◽  
◽  
Huifang Chen ◽  
Hua Cao ◽  
Lulu Yan ◽  
...  
Keyword(s):  
Big Data ◽  
Course Design ◽  
Clinical Skills ◽  
Curriculum Evaluation ◽  
Teaching Quality ◽  
Obstetrics And Gynecology ◽  
The Core ◽  
Teachers And Students ◽  
Vocational Colleges

The application of big data puts forward new requirements for the talent training mode and curriculum reform of big data in higher vocational colleges. Through statistical data, the classroom quality can be measured, evaluated and traced. Under the framework of “Internet plus big data”, taking the cultivation of innovative ability as the core, realizing the multidimensional integration of technology and science, general knowledge and specialty, teaching and research, and teachers and students has become a new concept and Practice for improving the quality of big data talents training in higher vocational colleges. Obstetrics and gynecology nursing is one of the core courses of nursing specialty in higher vocational colleges, which is of great significance to the cultivation of professional talents. The purpose of nursing specialty in higher vocational colleges is to cultivate skilled and technical applied talents to meet the needs of medical and health posts, which requires the combination of theoretical knowledge and practical skills, so as to cultivate students’ clinical thinking and ability. There are some problems in the course design of Obstetrics and gynecology nursing in higher vocational colleges, such as the derailment of theoretical teaching and practical teaching, teaching materials lagging behind the update of clinical skills, students’ low learning initiative, single teaching mode and so on. Based on the OBE teaching concept from the perspective of big data, this paper carries out curriculum design, curriculum implementation and Curriculum Evaluation Guided by students’ learning achievements, and through the reverse design of achievements, highlights the student-centered, quantifies teaching output, and cultivates students’ learning ability and creativity. By reasonably mobilizing students’ learning initiative, students can achieve “self-education, self-management, self-service, and common improvement”, so as to improve the teaching quality of this course, improve students’ clinical skills, promote the self-development of teachers and students, and realize the “winwin” of education.

Subfertility

2017 ◽  
Keyword(s):  
Normal Forms ◽  
Clinical Skills ◽  
Semen Analysis ◽  
Hormone Replacement ◽  
Treatment Options ◽  
Visual Disturbance ◽  
Oocyte Donation ◽  
Safety Communication ◽  
Consultation Skills ◽  
Initial Reading

This task assesses the following clinical skills: … ● Patient safety ● Communication with patients and their relatives ● Information gathering ● Applied clinical knowledge … You are a ST4 doctor working in an infertility clinic. A couple who were referred to the clinic by their GP have returned for review. She has had oligomenorrhoea for the past year. She does not report headaches, visual disturbance, galactorrhoea or hyperandrogenism, she has been trying to conceive for two years. Her partner had an orchidopexy at the age of two. The assessor will ask you some questions and then give you the results of their investigations. You will be asked to explain the results and next steps to the patient. You have 10 minutes for this task (+ 2mins initial reading time). Please check that candidate and actor have read instructions. Ask the candidate what investigations they would like to organize for this patient and her partner. Give them the results of investigations (if asked for): Pregnancy test— ve LH 45, FSH 40, E2 120 (day two of cycle) PRL— 200 TSH— 1.2 Testosterone— 0.8 USS— NAD HSG— Patent tubes Rubella immune Chlamydia swabs— ve Smear— ve Semen analysis— 10m/ ml, 32% motility, 3% normal forms Ask them if they want to arrange any further investigations. Expect candidate to ask to repeat gonadotrophins more than a month after initial measurement in order to confirm the diagnosis of Premature Ovarian Insufficiency (POI). They should also repeat the semen analysis. Tell them that repeat gonadotrophins were again elevated— FSH 35, LH 20, E2 120. Repeat semen analysis was 15m/ ml, 34% motile, with 4% normal forms. Ask the candidate to explain these results to the patient and explain next steps, including further investigation and treatment options. They should then recommend that further investigations are arranged including karyotype, an auto-immune screen, lupus anticoagulant and vitamin B12 levels to try and identify a cause for the POI. Treatment options should include the role of hormone replacement therapy and oocyte donation with IVF. Observe consultation skills including the candidate’s ability to break bad news. Record your overall clinical impression of the candidate for each domain (i.e. pass, borderline, or fail).

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