scholarly journals Pharmacogenomics implementation training improve self-efficacy and competency to drive adoption in clinical practice

2020 ◽  
Author(s):  
Fadhli Adesta ◽  
Caroline Mahendra ◽  
Kathleen Irena Junusmin ◽  
Arya Melissa Selva Rajah ◽  
Sharon Goh ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Self Efficacy ◽  
Healthcare Professionals ◽  
Learning Objectives ◽  
Diverse Group ◽  
Survey Questionnaire ◽  
Before And After ◽  
Self Assessments ◽  
Survey Responses ◽  
Training Modules

ABSTRACTBackgroundAdministration of pharmacogenomics (PGx) testing in clinical practice has been suboptimal, presumably due to lack of PGx education. Here, we aim to evaluate the standpoint of PGx testing among a diverse group of healthcare professionals (HCPs) through conducting surveys before and after training.Materials & MethodsTraining modules were designed to cover 3 key learning objectives and deployed in 5 sections. A pre- and post-training survey questionnaire was used to evaluate participants self-assessments on employing PGx in clinical practice.Results & ConclusionOut of all enrollments, 102 survey responses were collected. Overall, respondents agree on the benefits of PGx testing, but have inadequate self-efficacy and competency in utilizing PGx data. Our results show that training significantly improve these, and even leading to greater anticipation of PGx adoption.

scholarly journals Pharmacogenomics Implementation Training Improves Self-Efficacy and Competency to Drive Adoption in Clinical Practice

2021 ◽  
Vol 12 ◽  
Author(s):  
Fadhli Adesta ◽  
Caroline Mahendra ◽  
Kathleen Irena Junusmin ◽  
Arya Melissa Selva Rajah ◽  
Sharon Goh ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Self Efficacy ◽  
Healthcare Professionals ◽  
Learning Objectives ◽  
Diverse Group ◽  
Survey Questionnaire ◽  
Before And After ◽  
Self Assessments ◽  
Survey Responses ◽  
Training Modules

Background: Administration of pharmacogenomics (PGx) testing in clinical practice has been suboptimal, presumably due to lack of PGx education. Here, we aim to evaluate the standpoint of PGx testing among a diverse group of healthcare professionals (HCPs) through conducting surveys before and after training.Materials and Methods: Training modules were designed to cover three key learning objectives and deployed in five sections. A pre- and post-training survey questionnaire was used to evaluate participants’ self-assessments on employing PGx in clinical practice.Results and Conclusion: Out of all enrollments, 102 survey responses were collected. Overall, respondents agree on the benefits of PGx testing, but have inadequate self-efficacy and competency in utilizing PGx data. Our results show that a 90 min long training significantly improves these, and could lead to greater anticipation of PGx adoption.

scholarly journals A New EHR Training Curriculum and Assessment for Pediatric Residents

2017 ◽  
Vol 08 (04) ◽  
pp. 0994-1002 ◽  
Author(s):  
Kathryn Stroup ◽  
Benjamin Sanders ◽  
Bruce Bernstein ◽  
Leah Scherzer ◽  
Lee Pachter
Keyword(s):  
Clinical Education ◽  
Self Efficacy ◽  
Phase 1 ◽  
Role Playing ◽  
Training Curriculum ◽  
Before And After ◽  
Time Required ◽  
Conventional Classroom ◽  
Proficiency Scores ◽  
Survey Responses

Background Conventional classroom Electronic Health Record (EHR) training is often insufficient for new EHR users. Studies suggest that enhanced training with a hands-on approach and closely supported clinical use is beneficial. Objectives Our goals were to develop an enhanced EHR learning curriculum for Post Graduate Year 1 (PGY1) residents and measure changes in EHR skill proficiency, efficiency, and self-efficacy. Methods A novel three-phase, multimodal enhanced EHR curriculum was designed for a cohort of PGY1 residents. After basic training, residents began phase 1 of enhanced training, including demonstrations, live practice, and order set review. Phase 2 involved skills-oriented assignments, role playing, and medication entry. Phase 3 included shadowing, scribing histories, and supervised order entry. Residents' EHR skills and attitudes were measured and compared before and after the enhanced curriculum via proficiency test and a survey of efficiency and self-efficacy. Results Nineteen of 26 PGY1 residents participated in the study (73%). There was significant improvement in mean proficiency scores and two of the five individual proficiency scores. There were significant improvements in most efficiency survey responses from pre- to postintervention. For the self-efficacy presurvey, many PGY1s reported to be “very” or “somewhat confident” performing each of the five tasks, and perceptions did not improve or worsened on most postsurvey responses. The greatest resource was the time required to design and deliver the enhanced training. Conclusion An enhanced training curriculum along with a proficiency assessment was developed and described here. An enhanced training curriculum significantly improved PGY1 EHR efficiency and some measures of proficiency but not self-efficacy. This intervention may support improved EHR-related clinic workflows, which ultimately could enable residents and preceptors to prioritize patient care and time for clinical education.

scholarly journals Managing Advanced Cancer Pain Together (MACPT) conversation tool: an evaluation of use in clinical practice

2021 ◽  
Author(s):  
Barry Quinn ◽  
Sophie Laurent ◽  
Susan Dargan ◽  
Maria Lapuente ◽  
Diana Lüftner ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Cancer Pain ◽  
Advanced Cancer ◽  
Healthcare Professionals ◽  
Physical Pain ◽  
Before And After ◽  
Pain Descriptors

Aim: To investigate use of the ‘Managing Advanced Cancer Pain Together’ conversation tool between individuals with advanced cancer and healthcare professionals (HCPs) during routine consultations. Methods: Twenty-one patients and six HCPs completed questionnaires before and after use of the tool (at their routine consultation 1 and consecutive consultation 2, respectively). Results: Patients and HCPs were satisfied with communication during both consultations. When using the tool, patients most frequently selected physical pain descriptors (95.2%), followed by emotional (81.0%), social (28.6%) and spiritual (28.6%) descriptors. Patients found the tool useful, stating that it helped them describe their pain. HCPs considered the tool difficult to incorporate into consultations. Conclusion: The study highlighted the need to consider the various aspects of cancer pain.

scholarly journals Optimizing Simulated Multidisciplinary Team Training of Pediatric Emergencies: An Evaluation of Prerequisites for Transfer of Skills to Clinical Practice

2015 ◽  
Vol 2015 ◽  
pp. 1-8 ◽  
Author(s):  
E. H. A. J. Coolen ◽  
T. P. F. M. Klaassen ◽  
J. M. T. Draaisma ◽  
C. R. M. G. Fluit ◽  
M. Hogeveen ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Self Efficacy ◽  
Learning Experience ◽  
Role Playing ◽  
Team Training ◽  
Learning Goals ◽  
Online Questionnaire ◽  
Transfer Of Skills ◽  
Before And After ◽  
And Performance

Introduction. Multidisciplinary simulation-based team training (STT) provides a powerful training method to train technical and team skills during emergencies. Effectiveness of STT depends on transfer of learned skills to clinical practice. In this study we examined three important prerequisites to enhance transfer from STT into clinical practice, intervention readiness, realism, and performance self-efficacy. Methods. For the quantitative part of the study, 131 participants (pediatric nurses and physicians) were asked to fill out an online questionnaire before and after training. For the qualitative part of the study we organized three one-hour focus group sessions in which participants were interviewed on attitude, realism, and self-efficacy. Results. Providing adequate preparation material and extensive debriefing of scenarios is important in creating this positive learning experience. The perspective of realism depends strongly on setting and learning goals. During STT team assembly and role playing can become more important to participants, while physical aspects become less important. Performance self-efficacy for all participants increases significantly (P<0.05) regarding team skills. Conclusions. STT can be a very positive multidisciplinary learning experience, which creates the possibility of enhancing confidence, skills, and team performance within the clinical context. STT combines three important prerequisites for transfer of training to take place.

scholarly journals Can a Lecture Influence Attitudes to Suicide Prevention?

1996 ◽  
Vol 89 (2) ◽  
pp. 87-90 ◽  
Author(s):  
H G Morgan ◽  
Mark Evans ◽  
Christine Johnson ◽  
Ruth Stanton
Keyword(s):  
Clinical Practice ◽  
Suicide Prevention ◽  
Healthcare Professionals ◽  
Negative Attitudes ◽  
Attitude Inventory ◽  
Before And After ◽  
Basic Facts ◽  
Formal Lecture

Attitudes held by various groups of healthcare professionals with regard to suicide prevention were assessed using an attitude inventory before and after they attended a formal lecture. The lecture presented basic facts and statistics, discussed clinical techniques and challenged negative attitudes. Evidence is presented to suggest that a reduction in the proportion of expressed attitudes which were equivocal or negative towards the feasibility of suicide prevention in clinical practice, can be achieved by a lecture of this kind.

Klein with Lacan: A Study on the Reception of Lacanian Ideas in Uruguay and Its Effects on Clinical Practices (1955–82)

2020 ◽  
Vol 22 (3) ◽  
pp. 341-361
Author(s):  
Gonzalo Grau-Pérez ◽  
J. Guillermo Milán
Keyword(s):  
Clinical Practice ◽  
Clinical Material ◽  
Clinical Practices ◽  
Before And After ◽  
The Difference ◽  
The 1960S ◽  
The Relationship ◽  
Discursive Approach ◽  
The Way ◽  
Clinical Cases

In Uruguay, Lacanian ideas arrived in the 1960s, into a context of Kleinian hegemony. Adopting a discursive approach, this study researched the initial reception of these ideas and its effects on clinical practices. We gathered a corpus of discursive data from clinical cases and theoretical-doctrinal articles (from the 1960s, 1970s and 1980s). In order to examine the effects of Lacanian ideas, we analysed the difference in the way of interpreting the clinical material before and after Lacan's reception. The results of this research illuminate some epistemological problems of psychoanalysis, especially the relationship between theory and clinical practice.

Pediatric neurosurgery in Asia and Australasia: training and clinical practice

2021 ◽  
Vol 27 (1) ◽  
pp. 93-101
Author(s):  
Ronnie E. Baticulon ◽  
Michael C. Dewan ◽  
Nunthasiri Wittayanakorn ◽  
Philipp R. Aldana ◽  
Wirginia J. Maixner
Keyword(s):  
Clinical Practice ◽  
Online Survey ◽  
Vascular Malformations ◽  
Economic Status ◽  
Pediatric Neurosurgery ◽  
Income Group ◽  
Fellowship Training ◽  
Pediatric Epilepsy ◽  
Skill Sets ◽  
Survey Responses

OBJECTIVEThere are limited data on the pediatric neurosurgical workforce in Asia and Australasia. The training and clinical practice of pediatric neurosurgeons need to be characterized in order to identify gaps in knowledge and skills, thereby establishing a framework from which to elevate pediatric neurosurgical care in the region.METHODSAn online survey for pediatric neurosurgeons was created in REDCap (Research Electronic Database Capture), collecting demographic information and data on pediatric neurosurgical training and clinical practice. The link to answer the survey was sent to the mailing lists of the Asian Australasian Society for Pediatric Neurosurgery and the Japanese Society for Pediatric Neurosurgery, disseminated during the 2019 Asian Australasian Pediatric Neurosurgery Congress, and spread through social media. The survey was open to neurosurgeons who operated on patients ≤ 18 years old in Asian Australasian countries, whether or not they had completed fellowship training in pediatric neurosurgery. Descriptive statistics were computed and tabulated. Data were stratified and compared based on surgeon training and World Bank income group.RESULTSA total of 155 valid survey responses were analyzed, representing neurosurgeons from 21 countries. A total of 107 (69%) considered themselves pediatric neurosurgeons, of whom 66 (43%) had completed pediatric neurosurgery training. Neurosurgeons in East Asia commonly undergo a fellowship in their home countries, whereas the rest train mostly in North America, Europe, and Australia. A majority (89%) had operating privileges, and subspecialty pediatric training usually lasted from 6 months to 2 years. On average, trained pediatric neurosurgeons perform a higher number of pediatric neurosurgical operations per year compared with nonpediatric-trained respondents (131 ± 129 vs 56 ± 64 [mean ± SD], p = 0.0001). The mean number of total neurosurgical operations per year is similar for both groups (184 ± 129 vs 178 ± 142 [mean ± SD], p = 0.80). Respondents expressed the desire to train further in pediatric epilepsy, spasticity, vascular malformations, craniofacial disorders, and brain tumors.CONCLUSIONSBoth pediatric and general neurosurgeons provide neurosurgical care to children in Asia and Australasia. There is a need to increase pediatric neurosurgery fellowship programs in the region. Skill sets and training needs in pediatric neurosurgery vary depending on the country’s economic status and between pediatric-trained and nonpediatric-trained surgeons.

El debriefing, aprendizaje reflexivo en la simulación interprofesional

2019 ◽  
Vol 62 (0) ◽  
pp. 45-53
Author(s):  
Hugo E. Olvera ◽  
Argimira Vianey Barona Nuñez ◽  
Laura S. Hernández Gutiérrez ◽  
Erick López León
Keyword(s):  
Clinical Practice ◽  
Communication Skills ◽  
Learning Objectives ◽  
Complex Activity ◽  
Learning Space ◽  
Daily Lives ◽  
Reaction Phase ◽  
Analysis Phase ◽  
Simulation Scenario ◽  
Basic Standards

In the field of interprofessional simulation, an important element for achieving the stated objectives of the simulation scenario is the debriefing. The debriefing is a complex activity that requires certain skills, experience and knowledge from the facilitator or facilitators, who are known as debriefer/s. Their function is to make the participants reflect on the reasons for their actions, their decisions, and how they acted as a team or individually. Its purpose is the acquisition of a significant learning (achieving the learning objectives) that can subsequently be applied in their daily lives. The interprofessional debriefing styles are varied, but basically its structure integrates: a reaction phase, an analysis phase and an application phase; keeping in mind that the basic standards must be maintained when carrying out a debriefing: time, the construction of a safe learning space, identification, and the closure of knowledge gaps. The advantages of performing an interprofessional debriefing goes beyond the objectives of the simulation, since it favors the acquisition of effective communication skills, teamwork, leadership, the notion of error, etc., which can later be applied in the daily clinical practice.

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