scholarly journals Confidence in Procedural Skills before and after a Two-Year Master’s Programme in Family Medicine in Gezira State, Sudan

2017 ◽  
Vol 2017 ◽  
pp. 1-11 ◽  
Author(s):  
K. G. Mohamed ◽  
S. Hunskaar ◽  
S. H. Abdelrahman ◽  
E. M. Malik
Keyword(s):  
Family Medicine ◽  
Clinical Skills ◽  
Male Students ◽  
Procedural Skills ◽  
Self Evaluation ◽  
Before And After ◽  
Grade Scale ◽  
Training Programmes ◽  
In The Beginning ◽  
Medical Disciplines

Many postgraduate family medicine training programmes have been developed to meet the worldwide dire need for practicing family physicians. This study was conducted in Gezira state of Sudan in a “before-and-after” design in the period of 2010–2012 with the aim to assess improvements in candidates’ confidence in performing certain clinical skills. A self-evaluation questionnaire was used with a five-grade scale (1–5) to assess candidates’ confidence in performing 46 clinical skills. A group of 108 participants responded for both the “before” and the “after” questionnaire: the response rate was 91% (before) and 90% (after). In general, a positive progress trend was detected. The mean skill value for all skills was 3.23 (before) and 3.93 (after) with a mean increase of 21.7% (P<0.001). Male students scored constantly higher than females both before and after completing the master’s programme, while females showed a higher percentage in progress. Scores in certain medical disciplines were higher than others. However, disciplines with low scores in the beginning, such as psychiatry and ophthalmology, showed the highest progress percentage. The results show a significant increase in confidence in performing procedural skills designed in the curriculum of the GFMP master’s programme.

scholarly journals Reaching national consensus on the core clinical skill outcomes for family medicine postgraduate training programmes in South Africa

2017 ◽  
Vol 9 (1) ◽  
Author(s):  
Yusuf Akoojee ◽  
Robert Mash
Keyword(s):  
Family Medicine ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Family Physicians ◽  
Exit Examination ◽  
District Health ◽  
National Education ◽  
Core Skills ◽  
National Consensus ◽  
Training Programmes

Background: Family physicians play a significant role in the district health system and need to be equipped with a broad range of clinical skills in order to meet the needs and expectations of the communities they serve. A previous study in 2007 reached national consensus on the clinical skills that should be taught in postgraduate family medicine training prior to the introduction of the new speciality. Since then, family physicians have been trained, employed and have gained experience of working in the district health services. The national Education and Training Committee of the South African Academy of Family Physicians, therefore, requested a review of the national consensus on clinical skills for family medicine training.Methods: A Delphi technique was used to reach national consensus in a panel of 17 experts: family physicians responsible for training, experienced family physicians in practice and managers responsible for employing family physicians.Results: Consensus was reached on 242 skills from which the panel decided on 211 core skills, 28 elective skills and 3 skills to be deleted from the previous list. The panel was unable to reach consensus on 11 skills.Conclusion: The findings will guide training programmes on the skills to be addressed and ensure consistency across training programmes nationally. The consensus will also guide formative assessment as documented in the national portfolio of learning and summative assessment in the national exit examination. The consensus will be of interest to other countries in the region where training programmes in family medicine are developing.

scholarly journals Training of workplace-based clinical trainers in family medicine, South Africa: Before-and-after evaluation

2018 ◽  
Vol 10 (1) ◽  
Author(s):  
Robert Mash ◽  
Julia Blitz ◽  
Jill Edwards ◽  
Steve Mowle
Keyword(s):  
South Africa ◽  
Family Medicine ◽  
Learning Styles ◽  
Clinical Training ◽  
Family Physicians ◽  
Pass Rate ◽  
District Health ◽  
Educational Approach ◽  
Before And After ◽  
Training Programmes

Background: The training of family physicians is a relatively new phenomenon in the district health services of South Africa. There are concerns about the quality of clinical training and the low pass rate in the national examination.Aim: To assess the effect of a five-day course to train clinical trainers in family medicine on the participants’ subsequent capability in the workplace.Setting: Family physician clinical trainers from training programmes mainly in South Africa, but also from Ghana, Uganda, Kenya, Malawi and Botswana.Methods: A before-and-after study using self-reported change at 6 weeks (N = 18) and a 360-degree evaluation of clinical trainers by trainees after 3 months (N = 33). Quantitative data were analysed using the Statistical Package for Social Sciences, and qualitative data wereanalysed thematically.Results: Significant change (p < 0.05) was found at 6 weeks in terms of ensuring safe and effective patient care through training, establishing and maintaining an environment for learning, teaching and facilitating learning, enhancing learning through assessment, and supporting and monitoring educational progress. Family physicians reported that they were better at giving feedback, more aware of different learning styles, more facilitative and less authoritarian in their educational approach, more reflective and critical of their educational capabilities and more aware of principles in assessment. Despite this, the trainees did notreport any noticeable change in the trainers’ capability after 3 months.Conclusion: The results support a short-term improvement in the capability of clinical trainers following the course. This change needs to be supported by ongoing formative assessment and supportive visits, which are reported on elsewhere.

scholarly journals Mannequin-based simulation as an educational tool for learning injection techniques: medical students’ view points

2018 ◽  
Vol 7 (5) ◽  
pp. 882
Author(s):  
Lavanya S. H. ◽  
Kalpana L.
Keyword(s):  
Patient Safety ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
Undergraduate Curriculum ◽  
Rank Test ◽  
Free Text ◽  
Educational Tool ◽  
Procedural Skills ◽  
Exact Test ◽  
Before And After

Background: Mannequin-based training devices are simulation adjuncts that mimic reality in healthcare settings for acquiring basic procedural skills, without compromising patient safety. The current study aims to explore students’ perceptions of mannequin-based simulation as an educational tool and perceived changes in self-confidence by using a mixed-method research.Methods: This questionnaire‑based study was conducted in 2nd year MBBS students. Pre-validated questionnaires measured the quantitative and qualitative aspects of simulation-training in-terms of their relevance as teaching–learning tool, perceived benefits of sessions, and their importance for future use. The study further attempted to note any perceived change in students’ confidence, measured before and after sessions. Chi-square and Fischer-exact test were computed for quantitative responses. Wilcoxon signed-rank test (two-tailed) was used to analyse students’ confidence rating before and after simulation. Categorical data were represented as frequencies and proportions.Results: Overall, the sessions were well received by students. Over 90% of students agreed that simulation is a safe, enjoyable and feasible modality for acquiring basic clinical skills. Majority opined that sessions helped them integrate basic-life sciences and clinical concepts, improved attention span and urged inclusion in undergraduate curriculum. Students perceived significant improvements (p<0.001) in confidence post-training. Free-text responses were positive with students highlighting the need for simulation sessions and suggestions for improvement.Conclusions: Most students consider mannequin-based learning as an essential tool to acquire procedural skills. By promoting active student engagement and impactful learning, simulations justify inclusion in medical curriculum for better patient safety.

UPAYA MENINGKATKAN KEMAMPUAN MEMBACA MELALUI METODE SCRAMBLE PADA PESERTA DIDIK KELAS I SD NEGERI 002 BENTENG KECAMATAN SUNGAI BATANG

2017 ◽  
Vol 6 (2) ◽  
pp. 409
Author(s):  
Reni Marlina
Keyword(s):  
Cooperative Learning ◽  
Initial Data ◽  
Learning Outcomes ◽  
Reading Ability ◽  
First Grade ◽  
Student Learning Outcomes ◽  
Female Students ◽  
Male Students ◽  
Average Analysis ◽  
Before And After

This study aims to improve students' reading ability through the first grade scramble students of SD Negeri 002 Benteng, Kecamatan Sungai Batang, which are 28 students with 11 male students and 17 female students with heterogeneous ability. This study is based on the low ability of students' learning outcomes and lack of awareness of teachers to implement an effective, innovative, and cooperative learning. The study was conducted from September 3, 2016 to October 8, 2016. This study is a classroom action research (PTK) consisting of two cycles. Minimum completeness criteria (KKM) and average analysis are used to determine whether or not improvement of student learning outcomes before and after using the scramble learning model. The results of this study indicate that the number of students who reach KKM in the initial data is only 10 people (36%), cycle I is 16 people (57%), and the second cycle is 25 people (89%). The average student score at baseline was 68.4; cycle I increased to 75,9; in the second cycle increased again to 83,6. Based on the results of this study it can be concluded that the model of learning scramble can improve reading ability in Indonesian language students class I of SD Negeri 002 Benteng, Kecamatan Sungai Batang.

52. Simulation based training improves resident competence in the performance of critical resuscitation procedures

2007 ◽  
Vol 30 (4) ◽  
pp. 56
Author(s):  
I. Rigby ◽  
I. Walker ◽  
T. Donnon ◽  
D. Howes ◽  
J. Lord
Keyword(s):  
Internal Medicine ◽  
Emergency Medicine ◽  
Medical Education ◽  
Family Medicine ◽  
Training Program ◽  
Correlation Coefficient ◽  
Training Programs ◽  
Self Assessment ◽  
Procedural Skills ◽  
Simulation Based

We sought to assess the impact of procedural skills simulation training on residents’ competence in performing critical resuscitation skills. Our study was a prospective, cross-sectional study of residents from three residency training programs (Family Medicine, Emergency Medicine and Internal Medicine) at the University of Calgary. Participants completed a survey measuring competence in the performance of the procedural skills required to manage hemodynamic instability. The study intervention was an 8 hour simulation based training program focused on resuscitation procedure psychomotor skill acquisition. Competence was criterion validated at the Right Internal Jugular Central Venous Catheter Insertion station by an expert observer using a standardized checklist (Observed Structured Clinical Examination (OSCE) format). At the completion of the simulation course participants repeated the self-assessment survey. Descriptive Statistics, Cronbach’s alpha, Pearson’s correlation coefficient and Paired Sample t-test statistical tools were applied to the analyze the data. Thirty-five of 37 residents (9 FRCPC Emergency Medicine, 4 CCFP-Emergency Medicine, 17 CCFP, and 5 Internal Medicine) completed both survey instruments and the eight hour course. Seventy-two percent of participants were PGY-1 or 2. Mean age was 30.7 years of age. Cronbach’s alpha for the survey instrument was 0.944. Pearson’s Correlation Coefficient was 0.69 (p < 0.001) for relationship between Expert Assessment and Self-Assessment. The mean improvement in competence score pre- to post-intervention was 6.77 (p < 0.01, 95% CI 5.23-8.32). Residents from a variety of training programs (Internal Medicine, Emergency Medicine and Family Medicine) demonstrated a statistically significant improvement in competence with critical resuscitation procedural skills following an intensive simulation based training program. Self-assessment of competence was validated using correlation data based on expert assessments. Dawson S. Procedural simulation: a primer. J Vasc Interv Radiol. 2006; 17(2.1):205-13. Vozenilek J, Huff JS, Reznek M, Gordon JA. See one, do one, teach one: advanced technology in medical education. Acad Emerg Med. 2004; 11(11):1149-54. Ziv A, Wolpe PR, Small SD, Glick S. Simulation-based medical education: an ethical imperative. Acad Med. 2003; 78(8):783-8.

EFEITOS DO DEEP RUNNING SOBRE A AMPLITUDE DE MOVIMENTO E A CAPACIDADE FUNCIONAL DOS MEMBROS SUPERIORES DE MULHERES MASTECTOMIZADAS: RELATO DE CASOS

2019 ◽  
pp. 121-131
Keyword(s):  
Range Of Motion ◽  
Upper Limb ◽  
Functional Capacity ◽  
External Rotation ◽  
Treatment Protocol ◽  
Range Of Movement ◽  
Flexion Extension ◽  
Before And After ◽  
In The Beginning ◽  
And Function

Introduction: Breast cancer is the most common type of cancer among women in Brazil and in the worl. The surgical treatment procedure may cause severe morbidity in the upper limb homolateral to surgery, including the reduction of the range of motion, with consequent impairment of function. A physiotherapeutic approach has an important role in the recover range of motion and the functionality of these women, guaranteeing the occupational, domestestic, familiar and conjugated activities, and, in this way, also improving the quality of life. Objectives: To analyse chances in the shoulder's range of motion and the functional capacity of the upper limbs, promoted by the deep running procedure in women with late postoperative mastectomy. Methods: All the patients were submitted to an evaluation in the beginning and end of the treatment, including: goniometry of flexion, extension, abduction, adduction, internal and external rotation of the shoulder joint; and function capacity analysis in activities that involve the upper members by DASH questionnaire. The treatment protocol includes twelve sessions of deep running, realized twice a week, in deep pool, for 20-minute during six weeks. Results: Were submitted to treatment a total of 4 patients. Despite the improvement in the numerical values, statistically significant differences were not found on the range of movements and in the functional capacity of upper members before and after the deep running sessions in post-mastectomy women. Conclusion: Deep running had effects on the numerical values of range of movement and upper limb functionality in women in the late postoperative period of the mastectomy procedure, but without statistically significant differences.

Evaluation of Metal Contents in Correlation with Phytosanitary Treatments at Vineyard

2017 ◽  
Vol 68 (6) ◽  
pp. 1289-1293
Author(s):  
Oana Mihai ◽  
Octav Pantea ◽  
Daniela Roxana Popovici ◽  
Catalina Gabriela Gheorghe
Keyword(s):  
Soil Samples ◽  
Flame Atomic Absorption ◽  
Mobile Forms ◽  
Before And After ◽  
Phytosanitary Treatment ◽  
Zinc Concentrations ◽  
Zinc Levels ◽  
Ph Range ◽  
In The Beginning ◽  
Short Time

The present work aims with the evaluation of copper, manganese and zinc concentrations (mobile forms) from vineyard soil before and after phytosanitary treatment with Curzate Manox and Dithane M-45 compounds, during and after remanence period. Different vineyard soils types were collected at 0-20 cm and 20-40 cm depths. Flame Atomic Absorption Spectroscopy (FAAS) method was used for measurements of the micronutrients. The soil samples were analyzed after 5 and 21 days after treatment application. Since copper is mainly accumulates in the upper layer following fungicidal sprays application, high levels of copper concentrations are obtained. The soil samples exhibits different behavior in terms of manganese and zinc contents. Manganese and zinc levels are classified as medium in the beginning of the experiment (Mn-M0 and Zn-M0), whereas these levels increased in the soil samples (at moments M1- 5 days and M2- 21 days after treatment). This behavior can be due to the Mancozeb decomposition, knowing that Mancozeb decomposes in the pH range 5-9 and it remains short time into the soil.

scholarly journals The Effect of Q-Switched Nd:YAG 1064 nm/532 nm Laser in the Treatment of Onychomycosis In Vivo

2013 ◽  
Vol 2013 ◽  
pp. 1-10 ◽  
Author(s):  
Kostas Kalokasidis ◽  
Meltem Onder ◽  
Myrto-Georgia Trakatelli ◽  
Bertrand Richert ◽  
Klaus Fritz
Keyword(s):  
Clinical Study ◽  
Treatment Time ◽  
Prospective Clinical Study ◽  
Self Evaluation ◽  
Time Period ◽  
Level Of Satisfaction ◽  
Before And After ◽  
532 Nm

In this prospective clinical study, the Q-Switched Nd:YAG 1064 nm/532 nm laser (Light Age, Inc., Somerset, NJ, USA) was used on 131 onychomycosis subjects (94 females, 37 males; ages 18 to 68 years). Mycotic cultures were taken and fungus types were detected. The laser protocol included two sessions with a one-month interval. Treatment duration was approximately 15 minutes per session and patients were observed over a 3-month time period. Laser fluencies of 14 J/cm2were applied at 9 billionths of a second pulse duration and at 5 Hz frequency. Follow-up was performed at 3 months with mycological cultures. Before and after digital photographs were taken. Adverse effects were recorded and all participants completed “self-evaluation questionnaires” rating their level of satisfaction. All subjects were well satisfied with the treatments, there were no noticeable side effects, and no significant differences were found treating men versus women. At the 3-month follow-up 95.42% of the patients were laboratory mycologically cured of fungal infection. This clinical study demonstrates that fungal nail infections can be effectively and safely treated with Q-Switched Nd:YAG 1064 nm/532 nm laser. It can also be combined with systemic oral antifungals providing more limited treatment time.

scholarly journals The national dental undergraduate clinical skills competition known as the Guanghua Cup: an innovative and effective program that promoted undergraduate dental education in China

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Xiaolan Li ◽  
Yanbo Shan ◽  
Yangjingwen Liu ◽  
Yingwen Lin ◽  
Lin Li ◽  
...  
Keyword(s):  
Clinical Teaching ◽  
Clinical Skills ◽  
Dental Education ◽  
Maxillofacial Surgery ◽  
Dental Students ◽  
Oral And Maxillofacial Surgery ◽  
Teaching Resources ◽  
Self Evaluation ◽  
Geographical Regions ◽  
Dental Anatomy

Abstract Background The National Dental Undergraduate Clinical Skills Competition known as the Guanghua Cup was held in Guangzhou, China, for three consecutive years from 2017 to 2019 to promote the clinical teaching of undergraduate dental education and to enhance communication among different universities. The present study aimed to introduce the organization, procedures, and consequences of the competition, in addition to analyzing the influences of competition on the reform of undergraduate dental education. Methods By analyzing the descriptive statistics of the Guanghua Cup, the competitions’ organization, the participating students’ performances, and the outcomes of competitions were analyzed. After distributing questionnaires to all participants of the 2nd and 3rd Cups, their attitudes towards the competition and their evaluation of the role of the competitions in promoting undergraduate dental education were analyzed. Results A total of 24 schools participated in the 3 competition years. The contents of the competitions covered cariology, endodontics, periodontology, prosthodontics, oral and maxillofacial surgery, dental anatomy, and first aid (e.g., operative skills and theoretical knowledge). Compared with those of the 2nd Cup, the mean scores of the operative skills significantly improved in the stations related to periodontology, prosthodontics, and dental anatomy (p < 0.05) in the 3rd Cup. In addition, 338 valid questionnaires were collected, for a response rate of 87.79 %. Overall, the participants spoke highly of the Guanghua Cup. Based on their self-perception and self-evaluation, the majority of interviewees agreed that the competition helped develop collegiality and teamwork among the participating students, improved the students’ clinical skills and promoted the improvement of teaching resources (e.g., purchasing and updating equipment, models or experimental materials). Conclusions The competition enjoyed the widest coverage since it involved dental schools from all of the different geographical regions of China. Dental students could exhibit their clinical skills in a competitive environment and develop collegiality and teamwork. Future competitions should be optimized through their organization and contents. The education quality of the participating schools affected by such competition should be investigated in a more objective and comparable way.

scholarly journals Peer Mentoring as a Tool for Developing Soft Skills in Clinical Practice: A 3-Year Study

2021 ◽  
Vol 9 (5) ◽  
pp. 57
Author(s):  
Antonio M. Lluch ◽  
Clàudia Lluch ◽  
María Arregui ◽  
Esther Jiménez ◽  
Luis Giner-Tarrida
Keyword(s):  
Clinical Practice ◽  
Skill Acquisition ◽  
Clinical Training ◽  
Peer Mentoring ◽  
Clinical Skills ◽  
Technical Skills ◽  
Study Groups ◽  
Self Evaluation ◽  
Academic Knowledge ◽  
Post Hoc

Education currently focuses on improving academic knowledge and clinical skills, but it is also important for students to develop personal and interpersonal skills from the start of their clinical practice. The aim was to evaluate the effect of peer mentoring in third-year students and to gauge the evolution of non-technical skills (NTS) acquisition up to the fifth year. The study groups were selected between September 2015 and May 2018, based on the NTS training they had or had not received: (1) fifth-year students with no training (G1); (2) third-year students mentored in NTS (G2a); and (3) a small group of fifth-year students who became mentors (G2b). A total of 276 students who took part in this study were assessed using a 114-item self-evaluation questionnaire. Data were collected from seven surveys conducted between September 2015 and May 2018, and statistical analysis was performed using one-way ANOVA and Fisher’s post-hoc test. G2a improved their non-technical skill acquisition over three years of clinical training up to their fifth year. This group and G2b showed statistically significant differences compared to non-mentored students (G1). Peer mentoring at the beginning of clinical practice is a valid option for training students in non-technical skills.

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