scholarly journals P084 EDS ECHO: virtual case based learning in the assessment and management of Ehlers-Danlos syndrome and hypermobility spectrum disorders

Rheumatology ◽  
2021 ◽  
Vol 60 (Supplement_1) ◽  
Author(s):  
Alan Hakim ◽  
Jane Schubart ◽  
Clair Francomano ◽  
Rebecca Bascom ◽  
Lara Bloom
Keyword(s):  
Health Professionals ◽  
Expert Advice ◽  
Research Support ◽  
Ehlers Danlos Syndrome ◽  
Diagnosis And Management ◽  
Project Echo ◽  
Case Based Learning ◽  
Spectrum Disorders ◽  
Case Based

Abstract Background/Aims  The Ehlers-Danlos Society is an affiliate of Project ECHO, a non-profit organisation supporting health professionals manage their patients through telehealth case-based learning. To increase access to expert advice and learning, in 2019 the Ehlers-Danlos Society introduced EDS ECHO, a series of programmes for health professionals supporting them in learning and sharing knowledge in the management of Ehlers-Danlos syndromes (EDS) and hypermobility spectrum disorders (HSD). Programmes run from the UK, USA, and Australia; participants and experts joining from all over the world, and, from multiple specialties. This study explores participant perceptions of a 9-session programme covering all aspects of diagnosis and management in EDS and HSD, and, their co-morbidities. Each session is 90 minutes long, providing a total of 13.5 hours of learning. All materials are made available for review. The programme is repeated throughout the year. Methods  The study had IRB approval from Penn State, USA. At the beginning of each 9-session programme, participants were invited to join the study. Using REDCap, a series of questions surveyed the participants confidence in managing patients with EDS or HSD; and, re-explored this at 6 months following completion of the programme. In addition, participants were surveyed for their perceptions of the value of the programme. Results  185 of 237 eligible participants completed the baseline and 6-month follow-up survey. At baseline 17%, 47%, and 36% reported their levels of confidence in diagnosing EDS or HSD as either low, moderate, or high respectively. The most reported motivations for joining the programme were: to increase knowledge (90% of responders), access experts (71%), and, increase confidence in managing EDS and HSD (68%). At 6-month follow-up 80-95% of participants reported positive experiences across the various fields of enquiry. With regard to increasing level of knowledge 46% reported a 'slight' increase and 46% a 'great' increase. Levels of confidence in diagnosis and management had risen 'slightly' in 54% and 'greatly' in 40% of participants. 78% of participants reported an overall increase in their interest in EDS and HSD. Conclusion  The Project ECHO model of 'all teach all learn', case-based learning, and use of telehealth technology is well-established in supporting healthcare professionals managing patients across the breadth of Medicine. EDS ECHO follows these principles and practices, providing a series of programmes aligned to the multiple disciplines that manage people with EDS and HSD. For the majority of participants their perception was that the EDS ECHO 9-week program increased their knowledge and confidence in assessing and managing EDS and HSD. Further analysis will explore themes for developing the program, and how changes in confidence are influenced by baseline perceptions. In addition, a study is underway to explore perceptions of care among patients of participants in the EDS ECHO programme. Disclosure  A. Hakim: Consultancies; The Ehlers-Danlos Society. J. Schubart: Grants/research support; The Ehlers-Danlos Society. C. Francomano: Grants/research support; The Ehlers-Danlos Society. R. Bascom: None. L. Bloom: Corporate appointments; The Ehlers-Danlos Society.

scholarly journals Are Branched Narratives and Virtual Patient Models Acceptable Means of Reforming Case-based Learning?

2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Alexander Whelan
Keyword(s):  
Physical Examination ◽  
Online Teaching ◽  
Clinical Skills ◽  
Epigastric Pain ◽  
Management Plan ◽  
Case Based Learning ◽  
The University ◽  
Teaching Modules ◽  
Case Based

Case-Based Learning (CBL) has become a major component of medical curricula and is featured prominently at the University of Ottawa. In this article, CBL is defined as a pedagogical method that uses fictional cases to reinforce important clinical skills [1]. Cases are organized into written sections pertaining to the patient’s chief complaint, a history and physical examination, laboratory and diagnostic investigations, as well as management and follow-up plans [1]. These cases are delivered through selfdirected online teaching modules or through group-oriented discussions. With either method, learners are expected to identify salient points from a given section, in order to anticipate the next steps in the management plan [1]. For example, if the history section describes a patient suffering from epigastric pain, students are encouraged to identify potential pain sources and use this knowledge to recognize the components that should be included in their approach to the physical examination. The ability to synthesize information to direct decision-making is a necessary competency of medicine supported by CBL [1-2]...

scholarly journals Building Allied Health Research Capacity at a Regional Australian Hospital: A Follow-up Study.

2018 ◽  
Author(s):  
Tilley Pain ◽  
Michelle Petersen ◽  
Malindu Fernando
Keyword(s):  
Capacity Building ◽  
Health Professionals ◽  
Allied Health ◽  
Response Rate ◽  
Research Capacity ◽  
Research Experience ◽  
Research Support ◽  
Allied Health Professionals ◽  
Research Profile

Purpose This study determined if research experience increased among allied health professionals (AHPs) at a regional tertiary hospital following a research capacity building initiative. Methods A cross sectional electronic survey was used to collect data from allied health professionals on their research experience, research support needs, enablers and barriers to research and their perceptions regarding benefits of research. A baseline survey was conducted in 2011 which was compared to a follow up survey in 2015. Comparison of variables between the two surveys used Chi squared tests. Results The response rate for the 2011 survey was 43% (n=248) while the 2015 survey achieved a 37% response rate (n=234). There was a significant increase in allied health professionals research experience as well as need for research support between the 2011 and 2015 surveys in many (but not all) activities on the research continuum. Time availability was the greatest barrier and the perceived benefit of research was to improve clinical care. Conclusions This study demonstrates a significant increase in allied health professionals research experience over the four years of capacity building. However, the increase has not reached the level where it is recorded by traditional research outcome measures such as publication. The greatest barrier to allied health professionals conducting research is time. Therefore, investment in clinician-researcher career pathways may increase research capacity of allied health practitioners to increase publication output. The implication of this research is that allied professionals’ research profile is unlikely to increase without significant input of time or resources to allow them to conduct research.

scholarly journals Teacher questions and student responses in case-based learning: outcomes of a video study in medical education

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Martin Gartmeier ◽  
Theresa Pfurtscheller ◽  
Alexander Hapfelmeier ◽  
Marc Grünewald ◽  
Janina Häusler ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
High Rate ◽  
Biomedical Knowledge ◽  
Teacher Questions ◽  
Clinical Teachers ◽  
Student Responses ◽  
Case Based Learning ◽  
Case Based

Abstract Background Case-based learning (CBL) is a highly interactive instructional format widely used in medical education. One goal of CBL is to integrate basic biomedical knowledge and its application to concrete patient cases and their clinical management. In this context, we focus the role of teacher questions as triggers for reproductive vs. elaborative student responses. Specifically, our research questions concern the kinds of questions posed by clinical teachers, the kinds of responses given by students, the prediction of student responses based upon teacher questions, and the differences between the two medical disciplines in focus of our study, internal medicine and surgery. Methods We analyse 19 videotaped seminars (nine internal medicine, ten surgery) taught by clinicians and attended by advanced medical students. Multiple raters performed a low-inference rating process using a theory-based categorical scheme with satisfactory interrater-reliability. Results We found that medical teachers mostly posed initial (instead of follow-up) questions and that their questions were more often closed (instead of open). Also, more reasoning (than reproductive) questions were posed. A high rate of student non-response was observed while elaborative and reproductive student responses had a similar prevalence. In the prediction context, follow-up reasoning questions were associated with low non-response and many elaborative answers. In contrast, the highest student non-response rate followed open reproduction questions and initial reasoning questions. Most reproductive statements by students were made following closed reproduction questions. Conclusions These results deepen our understanding of interactive, questions-driven medical teaching and provide an empirical basis for clinical teachers to use questions in didactically fruitful ways.

Impact of Physician to Physician Interactions Utilizing Case Based Learning Workshops to Accelerate Accrual to Lymphoma Trials.

Blood ◽  
2009 ◽  
Vol 114 (22) ◽  
pp. 1418-1418
Author(s):  
John Eckardt ◽  
Nora Ku ◽  
Annemieke DeMaggio ◽  
Omair Peracha ◽  
Nick Levonyak ◽  
...  
Keyword(s):  
Clinical Trial ◽  
Clinical Trials ◽  
The United States ◽  
Exclusion Criteria ◽  
Site Specific ◽  
Case Based Learning ◽  
Protocol Review ◽  
Case Based ◽  
Patient Accrual

Abstract Abstract 1418 Poster Board I-441 Introduction: Seventy percent of clinical trials in the United States are delayed by one to six months due to enrollment challenges. Barriers to accrual are site specific as well as protocol specific. Site specific challenges include perceptions of patient ineligibility and cumbersome screening processes. Protocol barriers include complexity of inclusion and exclusion criteria. Coomis et al (J Onc Prac 2009; 5:50) reported that 73% of overall clinical trial awareness was generated by physician interest. Therefore, the familiarity of investigators with each trial is crucial to optimizing patient accrual. The standard protocol initiation process relies on investigators and staff to attend an investigator's meeting. However, this approach does not focus on actual clinical patient presentations to determine trial eligibility or exclusion. As a result, many investigators may overlook key criteria for eligibility thus losing patients to enrollment. We have previously shown that interventions directly with PIs to increase PI awareness of inclusion/exclusion criteria of a clinical trial results in improved trial accrual (ASCO 2009, abs 6613). Methods: Investigator focused Accrual Workshops (AW) are used to increase patient enrollment to oncology clinical trials. While a standard investigator meeting includes protocol review, AW first create a compelling scientific story to re-engage the investigators in the trial. The key to these AW is the use of case-based learning to highlight the clinical and scientific rationale of the trial as opposed to general protocol review. Results: Between May 2008 and May 2009, 14 AW were conducted for 5 separate studies including 2 lymphoma trials. The AW with less than 120 days of follow up (n=5) show no significant impact although there was a trend toward increased accrual. In those with more than 120 days of follow up (n=9), the mean increase in accrual was 108% with increased accrual following every AW (Figure 1). After those 9 AW, patient accrual per month increased 1.65 fold on average. Analysis of the 2 lymphoma clinical trials demonstrates a significant increase in accrual following AW of 230% and 40%, respectively. Conclusion: AW using physician to physician clinical case-based learning provide an effective means of educating investigators and research staff in the identification of patients who meet the criteria for participation in clinical trials. The impact of AW on clinical trial accrual is best seen over time and they are effective in lymphoma clinical trials as well as others. After every AW with more than 120 day follow up, accrual was accelerated. Disclosures: No relevant conflicts of interest to declare.

Therapeutic Follow-up Case-Based Learning: An Educational Exemplar

2015 ◽  
Vol 5 (1) ◽  
pp. 21
Author(s):  
Bharti Mahajan ◽  
Sonesh Kalra ◽  
Sandeep Kaushal
Keyword(s):  
Case Based Learning ◽  
Case Based

scholarly journals Comparison of attitudes, awareness, and perceptions regarding oral healthcare between dental and nursing students before and after oral healthcare education

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Satoru Haresaku ◽  
Yojiro Umezaki ◽  
Rui Egashira ◽  
Toru Naito ◽  
Keiko Kubota ◽  
...  
Keyword(s):  
Nursing Students ◽  
Health Professionals ◽  
Periodontal Diseases ◽  
Education Programme ◽  
Dental Students ◽  
Rank Test ◽  
Healthcare Education ◽  
Healthcare Practice ◽  
Case Based Learning ◽  
Case Based

Abstract Background Oral healthcare education for health professional students is important to promote collaborative oral healthcare practice among health professionals. The purpose of this follow-up, cross-sectional study was to investigate attitudes, awareness, and perceptions regarding oral healthcare among dental and nursing students and to compare them both between baseline and the completion of the education programme and between dental and nursing students to identify problems with oral healthcare programmes in dental education. Method The subjects included 88 dental and 119 nursing students. The dental students participated in geriatric and preventive dentistry courses for oral healthcare education. The nursing students participated in independent oral healthcare courses comprising 45 h of training with case-based learning and were taught and instructed by multiple health professionals, including dentists. Questionnaires were distributed to the participants to compare attitudes, awareness, and perceptions regarding oral healthcare between baseline and the completion of the education programme and between dental and nursing students. A chi-square test, Wilcoxon signed-rank test, and Mann–Whitney U test were used to compare the data. Result and Conclusion The data of 48 (28 male and 20 female) dental students and 103 (9 male and 94 female) nursing students who completed the questionnaires both at baseline and after the education programme were used for the comparisons. After the education programme, more than 90% of the students were interested in oral healthcare practice; hoped to practise oral healthcare post-qualification; and perceived oral healthcare to be effective for preventing dental caries, periodontal diseases, and aspiration pneumonia. These attitudes and perceptions were statistically significantly improved after the education. However, the level of awareness of oral healthcare and the level of perception of the importance of collaboration with healthcare workers in oral healthcare practice after education were lower in the dental students than in the nursing students. Multi-professional oral healthcare education with case-based learning has the potential to improve awareness of oral healthcare and perceptions of the importance of collaborative oral healthcare practice.

Improving Case-Based Learning and Transfer Through Emotionally Rich Cases

2012 ◽  
Author(s):  
Chase E. Thiel ◽  
Lauren N. Harkrider ◽  
Shane Connelly ◽  
Lynn D. Devenport ◽  
Juandre Peacock
Keyword(s):  
Case Based Learning ◽  
Case Based

Application and Evaluation of Case-Based Learning as a Part of Early Clinical Exposure for Undergraduate Medical Education Program

2020 ◽  
Vol 5 (08) ◽  
pp. 284-288
Author(s):  
Vandana Daulatabad ◽  
Prafull K. ◽  
Dr. Surekha S. Kadadi-Patil ◽  
Ramesh S. Patil
Keyword(s):  
Medical Education ◽  
Research Centre ◽  
Muscle Physiology ◽  
Case Scenario ◽  
Clinical Exposure ◽  
Clinical Scenarios ◽  
Case Based Learning ◽  
Nerve Muscle ◽  
Case Based ◽  
Early Clinical Exposure

Introduction: Medical Education is witnessing a significant transition and global shift towards competency based medical education (CBME) which includes early clinical exposure (ECE) program to help students apply and correlate principles of preclinical subjects with clinical scenarios, in various forms and in a variety of settings. One of the easy and feasible methods of ECE being Case Based Learning (CBL), our study aimed to design a case scenario and to evaluate impact of case base learning as a part of ECE module in first year undergraduate medical teaching program in nerve muscle physiology. Methods: The present study was conducted in 96 students at Ashwini Rural Medical College Hospital and Research Centre, Solapur after obtaining institutional ethics committee approval. 3 hrs session of CBL was conducted for a case scenario on myasthenia gravis in the nerve muscle physiology module. The students’ responses on pre-test, post-test and their insights regarding the CBL were taken through a pre validated questionnaire using 5-point Likert scale. Results: High impact of CBL was seen as significant improvement in student’s performance. Maximum students felt CBL to be easy method of learning and was highly appreciated through their feedback. Conclusion: CBL was found to have positive impact on understanding and perception of topic. CBL helped students to understand, evaluate, analyze, diagnose and interpret the case, paving them towards newer approach of self-directed and vertical integrated learning. CBL is easier, feasible an effective method among other early clinical exposure methods as it involves students in deeper and self-directed active learning, encouraging and promoting them to reach higher levels of cognitive domain of Bloom’s taxonomy. This method will be very useful in its practical implementation during online classes for ECE module in the threat of COVID 19 situation as well.

Sign in / Sign up

Export Citation Format

Share Document