Development of a Pulmonary Workshop for Organ Recovery Coordinators’ Continuing Medical Education

2020 ◽  
Vol 30 (4) ◽  
pp. 372-375
Author(s):  
Nicholas R. Henry ◽  
Donna D. Gardner ◽  
Nathan Rodrigues
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Organ Procurement ◽  
Program Assessment ◽  
Management Skills ◽  
Mechanical Ventilators ◽  
Hands On ◽  
Before And After ◽  
Specialized Education ◽  
Organ Recovery

Organ recovery coordinators (ORCs) have varied professional education backgrounds; however, based on their specialized education, their training may not have included in-depth mechanical ventilation and pulmonary management. An 8-hour pulmonary workshop was developed in collaboration between an organ procurement organization and a university-based respiratory care department. The workshop focused on pulmonary management and hands-on laboratory exercises using mechanical ventilators. A program assessment questionnaire was completed by participants following the workshop, which requested their self-reported comfort/familiarity with pulmonary management skills before and after the workshop on a 5-point Likert scale. Following the pulmonary workshop, the mean ORC comfort/familiarity for all pulmonary management skills increased significantly ( P < .01). This program suggests ORCs can develop a greater awareness and comfort with pulmonary management by participating in a continuing education pulmonary workshop. Continuing education initiatives focused on pulmonary management of donor patients using hands-on competencies should be part of the ORCs practice improvement efforts.

scholarly journals Human Rabies Postexposure Prophylaxis Knowledge and Retention Among Health Professionals by Using an Online Continuing Education Module: Arizona, 2012 to 2015

2018 ◽  
Vol 5 (1) ◽  
pp. 14-23
Author(s):  
Heather Venkat ◽  
James Matthews ◽  
Jigna Narang ◽  
Rebecca Sunenshine ◽  
Laura E. Adams ◽  
...  
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Health Professionals ◽  
Retention Test ◽  
Knowledge Retention ◽  
Human Rabies ◽  
Knowledge Gain ◽  
Median Score ◽  
Postexposure Prophylaxis ◽  
Before And After

Rabies postexposure prophylaxis (PEP) is administered for rabies prevention after a human exposure to a potentially rabid animal, such as a bite. Previous studies have reported that rabies PEP is often inappropriately administered. Health professional education was proposed as one potential solution to address inappropriate PEP use. We assessed baseline knowledge, knowledge gain, and knowledge retention among health professionals in Arizona of rabies epidemiology and appropriate PEP administration. Maricopa County Department of Public Health created an online rabies PEP continuing education module and measured knowledge before and after module completion using a 10-question test. The same test was administered three times (pretest, posttest, and retention test at ≥3 months). To assess knowledge gain and retention, we compared median scores using nonparametric methods. A total of 302 respondents completed the pretest (median score, 60%) and posttest (median score, 90%; p < .001); 98 respondents completed all three tests with median scores 60% (pretest), 90% (posttest, p < .01), and 80% (retention test and compared with pretest, p < .01). Sixty-nine (70%) respondents improved their pretest to retention test score by a mean of 2.4 points out of a total 10 points (median: 2 points; range: −5 to 7 points). Only 48% of pretest respondents correctly answered that PEP should not be administered immediately to anyone bitten by a healthy dog. However, 81% and 70% answered correctly on the posttest ( p < .0001) and retention test ( p = .002), respectively. Respondents demonstrated rabies epidemiology and PEP knowledge gain and ≥3-month knowledge retention after completing the online continuing education module.

scholarly journals Improvement in Paramedic Examination Skills Following a Stroke Course

Stroke ◽  
2001 ◽  
Vol 32 (suppl_1) ◽  
pp. 372-373
Author(s):  
David Lee Gordon ◽  
S. Barry Issenberg ◽  
David M LaCombe ◽  
Alma Vega ◽  
Patrick S Reynolds ◽  
...  
Keyword(s):  
Left Hemisphere ◽  
Right Hemisphere ◽  
Management Skills ◽  
Interactive Instruction ◽  
Hands On ◽  
Emergency Medical Services Personnel ◽  
Before And After ◽  
Hand Grasp ◽  
Pupil Reaction ◽  
Left Hemisphere Stroke

P184 Introduction: The need to decrease time to treatment for acute stroke patients means that prehospital providers must play an increased role in their care. This is possible only if emergency medical services personnel are able to rapidly recognize and assess patients with neurologic syndromes. Purpose: To assess the performance of a focused neurologic exam by prehospital providers before and after participation in an interactive stroke course. Methods: We developed a 1-day emergency stroke course that consists of 2 hours of lectures and 6 hours of interactive instruction, including small-group sessions led by paramedic instructors as standardized patients (SPs) portraying 5 key neurologic syndromes: left hemisphere, right hemisphere, brainstem, cerebellum, and subarachnoid hemorrhage. We devised a 53-point skills checklist to evaluate paramedic performance of history, exam, management, and emergency department (ED) reporting during 2 pre- and 2 postcourse encounters with actors portraying one of 4 scenarios: left hemisphere stroke, right hemisphere stroke, right hemisphere seizure with postictal hemiparesis, and left hemisphere tumor with sudden worsening. Among the 53 total skills evaluated were 28 exam-related items, including traditional paramedic exam items such as pupil reaction, hand grasp, and foot strength and additional items from the Miami Emergency Neurologic Deficit (MEND) Exam. We randomly selected 46 of 281 learners to participate in the study. Results: Checklist scores for neurologic exam performance improved significantly. The precourse mean score for the 46 learners was 3.38 (12.1%) and the postcourse mean was 21.4 (76.4%) (p<.001). Conclusions: Paramedics significantly improved their performance of a focused neurologic exam after attending a stroke course utilizing paramedic instructors as SPs with key stroke syndromes. We conclude that prehospital providers can learn and perform a brief, focused neurologic exam after attending a 1-day stroke course that emphasizes hands-on instruction. We are continuing to evaluate the effect of the course on the history-taking, ED-reporting, and stroke-management skills of practicing paramedics.

Telepractice: A Survey of AuD Students Pre- and Post-Telepractice

2017 ◽  
Vol 2 (18) ◽  
pp. 28-41
Author(s):  
Kelli M. Watts ◽  
Laura B. Willis
Keyword(s):  
Doctoral Students ◽  
Graduate School ◽  
Professional Services ◽  
Hands On ◽  
Before And After ◽  
Lack Of Knowledge

Telepractice, defined by the American Speech-Language-Hearing Association (ASHA, n.d.) as “the application of telecommunications technology to the delivery of professional services at a distance by linking clinician to client, or clinician to clinician, for assessment, intervention, and/or consultation,” is a quickly growing aspect of practicing audiology. However, only 12% of audiologists are involved in providing services via telepractice (REDA International, Inc., 2002). Lack of knowledge regarding telepractice has been cited as one of the reasons many audiologists do not use telepractice to provide audiology services. This study surveyed audiology doctoral students regarding their opinions about the use of telepractice both before and after their opportunity to provide services via telepractice sessions. The authors expected that by providing students the opportunity to have hands-on training in telepractice with supervision, they would be more open to using telepractice after becoming licensed audiologists. Overall, the data indicates benefits of exposing students to telepractice while they are in graduate school.

scholarly journals Interactive, Hands-On Training for Hospital Workers Increases Level of Special Pathogen Preparedness

Sci ◽  
2021 ◽  
Vol 3 (2) ◽  
pp. 29
Author(s):  
Syra Madad ◽  
Eleanor Tolf
Keyword(s):  
New York ◽  
New York City ◽  
Mixed Method ◽  
Hospital Workers ◽  
Department Of Health ◽  
Interactive Training ◽  
Hands On ◽  
Before And After ◽  
Question Survey

The purpose of this evaluation was to determine the effect of intensive, interactive training on hospital workers’ preparedness for special pathogen cases by utilizing the Frontline Facility Special Pathogens Training Course created by the Systemwide Special Pathogens Program at New York City Health + Hospitals (NYC H+H). An 8 h course was offered in 2018 and 2019 to healthcare employees throughout the Department of Health and Human Services Region 2, mostly from NYC H+H. Evaluation included multiple-choice pre and post exams, a 26-question survey about level of preparedness before and after the training, and follow-up interviews focused on changes in facility protocols. As a result, 61% of survey respondents indicated that they had never previously attended a hospital-sponsored special pathogen training. After the training, there was a 53.3% report rate of feeling “very prepared,” compared to 14.6% before the training. Additionally, there was an 11% improvement in test scores. Furthermore, 77% of respondents reported that their facility had changed protocols relating to topics of the course after their training date. Survey participants reported general satisfaction with the course, as well as an increased level of preparedness for special pathogen cases. Together, the results of the exams, survey, and interviews suggest that this interactive, mixed-method training increases special pathogen preparedness across different healthcare sectors. With the ongoing threat of special pathogens, the need for continued training and maintaining a state of readiness is paramount in healthcare.

Education at the Crossroads

2000 ◽  
Vol 5 (3) ◽  
pp. 269-281 ◽  
Author(s):  
Allan Janik
Keyword(s):  
Continuing Education ◽  
Tacit Knowledge ◽  
Professional Education ◽  
Professional Knowledge ◽  
Michael Polanyi ◽  
Life Long Learning

Drastic changes in professional education have led to a need to emphasize that education must be a matter of life-long learning. About this there can be no doubt: the question is how should we conceive life-long learning. I argue on the basis of recent research in Sweden that professional knowledge is in its most crucial dimension what Michael Polanyi called ‘tacit knowledge’ and as a result that the humanities are indispensable to any concept of continuing education worth taking seriously.

Museum as an Active Participant in Continuing Education

2021 ◽  
pp. 225-231
Author(s):  
Irina A. Sizova ◽  
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Educational Process ◽  
Educational Resources ◽  
Educational Activity ◽  
Online Resources ◽  
High Quality

The article presents a qualitative analysis of museum educational products. These products have been studied in terms of the possibility of their use in formal, non-formal and informal education. Thus, the role of the museum as an actor of continuing education has been determined. The role of continuing education in the educational process is becoming more obvious for most participants, and informal education plays a huge role in this process. It is urgent now to develop high-quality educational environment. Due to museums and their offline and online educational products, it is possible to get success. The author analyzed educational activities of leading Russian and foreign museums. As a result, the possibilities of museums as an educational institution for formal, non-formal and informal education were determined. Formal education is characterized by the network interaction of educational organizations and museums when the museum educational resources are included in the educational process. The largest number of museum educational products in traditional and innovative forms is made for non-formal or supplementary education. The traditional forms of museum educational resources include excursions, game formats for acquaintance with the exposition/exhibition (quests), museum master classes, interactive classes, as well as offline continuing education programs for a professional audience. The innovative forms include intra-museum programs, for example, performances, thematic classes within the museum’s profile, and Internet resources such as pages of official museum sites, online academies of museums, museum groups on social media, official museum channels on YouTube, webinars, virtual museums. Thus, non-formal educations could be in onsite or online training forms. Informal education can apply the museum’s resources both in traditional forms and in an innovative one. The museum online resources such as online museum games, massive open online courses (MOOC), and podcasts have the highest priority in this area. Museums and universities cooperate to get high-quality competitive educational online resources. In conclusion, it is possible to speak about a new stage in the development of museum educational activity. This stage is characterized by increasing attention to professional education by adding formal and non-formal (supplementary) educational programs, and, simultaneously, increasing the role of informal education due to online technology. It should be emphasized that museum staff could develop museum educational products for formal and non-formal education independently, but it is advisable for museums to intensify cooperation with universities to enter the online education market.

scholarly journals Pemanfaatan bahan baku lokal dalam pengembangan wisata Pulau Cinta di Desa Teluk Kenidai Kecamatan Tambang Kabupaten Kampar Provinsi Riau

2020 ◽  
Vol 2 ◽  
pp. 38-43
Author(s):  
Trisla Warningsih ◽  
Kusai Kusai ◽  
Lamun Bathara ◽  
Andarini Diharmi ◽  
Deviasari Deviasari
Keyword(s):  
Natural Resources ◽  
Community Service ◽  
Added Value ◽  
Tourist Destinations ◽  
The People ◽  
Hands On ◽  
Before And After ◽  
Opening Up ◽  
Additional Income ◽  
Very High

Teluk Kenidai Village is located in Tambang District, Kampar Regency, Riau Province. Teluk Kenidai Village has the potential for natural tourism in the form of beaches, which are one of the alternative tourist destinations for the community. The activities carried out are playing various kinds of rides and swimming on the banks of the Kampar River. The visitors to the island of love in Kenidai Bay are the largest visitors of all tourist objects in Kampar Regency. The existence of the island of love tourism can develop the community's economy by providing special foods as souvenirs and drinks for tourist visitors. Alternative foods that can be done are processed crispy monitor fish and lime syrup drinks because these two things have very high potential in Kampar Regency, and can provide added value to people's lives. The purpose of the activity is to empower the people of Teluk Kenidai Village, to process various crispy monitoring fish and to increase the attractiveness of the island of love for visiting tourists. The benefits of the activity are opening up people's insights in increasing the potential of natural resources, gaining skills and abilities in making crispy monitor fish and lime syrup to improve the economy. The method is carried out by demonstration and hands-on practice in the manufacture of crispy monitoring fish and lime syrup. The target communities are the people living in Teluk Kenidai Village and village customary leaders and the Tourism Awareness Group (Pokdarwis) totaling 15 people. Evaluation is carried out by giving questionnaires to all participats before and after the delivery of counseling materials and practices. The results of the evaluation of the community service activities that have been carried out show that the increasing desire of the community in practicing extension activities to earn additional income by opening this bussines, especially in the tourist area of Pulau Cinta in Teluk Kenidai Village.

scholarly journals Creating a virtual, clinical scenario based teaching programme for foundation doctors in Leeds

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S138-S139
Author(s):  
David Hall ◽  
Thomas Lane ◽  
Alexander Harbinson
Keyword(s):  
Mental Health ◽  
Likert Scale ◽  
Teaching Skills ◽  
Clinical Scenario ◽  
Management Skills ◽  
Developmental Needs ◽  
Teaching Programme ◽  
Core Skills ◽  
Before And After

AimsThrough consultation with foundation doctors on their psychiatry placements in Leeds, we established that they didn't feel the trustwide teaching programme met their needs, with them rating the relevance as 5.8 on a 1-10 Likert scale. They also reported their access to formal and informal teaching had been limited by COVID-19 restrictions. We aimed to create an accessible teaching programme that met their developmental needs as set out by the Foundation curriculum, as well as their confidence and skill set in dealing with common mental health presentations. Our supplementary aims were to promote psychiatry as a career and to provide supervised teaching opportunities to core trainees.MethodHaving assessed the foundation doctors confidence in dealing with different scenarios, we created a 9 week teaching programme covering common mental health presentations they're likely to encounter during their training. The virtual sessions focus on what assessment and management skills would be expected for a foundation doctor, as well as when and how to access support and refer on. The programme was designed to be trainee led with the teaching being facilitated by core trainees as it was felt that they would best relate to the experiences and developmental needs of foundation doctors. This also provided the CTs with an opportunity to develop their teaching skills, something that has become more difficult during COVID.ResultThrough weekly feedback of the sessions we were able to demonstrate that for 8 of the 9 sessions the foundation doctors rated them as being ‘useful’ or ‘very useful’ and we're currently reviewing the topic and materials for the outlying session.Through self-assessed ratings before and after the programme, we demonstrated significant increases in confidence in dealing with all 9 of the scenarios. All of the foundation doctors indicated that they had found the programme beneficial.ConclusionAs shown in the results, the programme has been well received by the foundation doctors who's confidence in dealing with a range of scenarios has improved. The programme has also been well received by the trust who have asked us to repeat the it for future foundation rotations and by core trainees who were grateful of the development opportunities that this provided. Further developments will include extending the programme for the duration of the placement to enable us to cover an enhanced range of presentations and to consolidate core skills.

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