scholarly journals Goal-Setting on a Geriatric Medicine Rotation: A Pilot Study

2020 ◽  
Vol 7 ◽  
pp. 238212051989398
Author(s):  
Jillian Alston ◽  
Evelyn Cheung ◽  
Dov Gandell
Keyword(s):  
Pilot Study ◽  
Goal Setting ◽  
Online Survey ◽  
Geriatric Medicine ◽  
Medical Knowledge ◽  
Learning Goals ◽  
Protected Time ◽  
Quality Feedback ◽  
Intervention Goal ◽  
Barriers To Implementation

Background: Formal goal-setting has been shown to enhance performance and improve educational experiences. We initiated a standardized goal-setting intervention for all residents rotating through a Geriatric Medicine rotation. Objectives: This study aims to describe the feasibility of a goal-setting intervention on a geriatric medicine rotation, the resources required, and the barriers to implementation. As well, this study aims to describe the learning goals residents created regarding content and quality. Methods: A pilot goal-setting intervention was initiated. A goal-setting form was provided at the beginning of their rotation and reviewed at the end of the rotation. Residents were invited to complete an anonymous online survey to gather feedback on the initiative. Goals were analysed for content and quality. Feedback from the survey results was incorporated into the goal-setting process. Results: Between March and December 2018, 26 of 44 residents completed the goal-setting initiative. Explanations for the poor adherence included limited protected time for faculty and residents to engage in coaching, its voluntary nature, and trainee absence during orientation. Reasons for difficulty in achieving goals included lack of faculty and trainee time and difficulty assisting residents in achieving goals when no clinical opportunities arose. Although only 59% of residents completed the intervention, if goal-setting took place, most of the goals were specific (71 of 77; 92%) and 35 of 77 (45.5%) goals were not related to medical knowledge. Conclusions: This pilot study outlines the successes and barriers of a brief goal-setting intervention during a Geriatric Medicine rotation. Adherence was limited; however, of those who did complete the intervention, the creation of specific goals with a short, structured goal-setting form was possible. To enhance the intervention, goal-setting form completion should be enforced and efforts should be made to engage in mid-rotation check-ins and coaching.

scholarly journals Using a Learning Coach to Develop Family Medicine Residents' Goal-Setting and Reflection Skills

2013 ◽  
Vol 5 (2) ◽  
pp. 289-293 ◽  
Author(s):  
Paul George ◽  
Shmuel Reis ◽  
Margaret Dobson ◽  
Melissa Nothnagle
Keyword(s):  
Family Medicine ◽  
Rhode Island ◽  
Goal Setting ◽  
Personal Development ◽  
Junior Faculty ◽  
Learning Goals ◽  
Junior Faculty Member ◽  
Self Directed Learning ◽  
Protected Time ◽  
Learning Coach

Abstract Background Self-directed learning (SDL) skills, such as self-reflection and goal setting, facilitate learning throughout a physician's career. Yet, residents do not often formally engage in these activities during residency. Intervention To develop resident SDL skills, we created a learning coach role for a junior faculty member to meet with second-year residents monthly to set learning goals and promote reflection. Methods The study was conducted from 2008–2010 at the Brown Family Medicine Residency in Pawtucket, Rhode Island. During individual monthly meetings with the learning coach, residents entered their learning goals and reflections into an electronic portfolio. A mixed-methods evaluation, including coach's ratings of goal setting and reflection, coach's meeting notes, portfolio entries, and resident interviews, was used to assess progress in residents' SDL abilities. Results Coach ratings of 25 residents' goal-setting ability increased from a mean of 1.9 to 4.6 (P < .001); ratings of reflective capacity increased from a mean of 2.0 to 4.7 (P < .001) during each year. Resident portfolio entries showed a range of domains for goal setting and reflection. Resident interviews demonstrated progressive independence in setting goals and appreciation of the value of reflection for personal development. Conclusions Introducing a learning coach, use of a portfolio, and providing protected time for self-reflected learning allowed residents to develop SDL skills at their own pace. The learning coach model may be applicable to other residency programs in developing resident lifelong learning skills.

Improving feedback for hematologists and oncologists in training.

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. 11025-11025
Author(s):  
Ilana Schlam ◽  
Sarah Sewaralthahab ◽  
Monica Peravali ◽  
Calvin Chou ◽  
Timothy D. Gilligan ◽  
...  
Keyword(s):  
Pilot Study ◽  
Interpersonal Skills ◽  
Fellowship Program ◽  
Post Intervention ◽  
High Quality ◽  
Effective Feedback ◽  
Protected Time ◽  
Quality Feedback ◽  
Giving Feedback

11025 Background: Feedback is an integral part of the learning process, allowing learners to remain on course in reaching competence in clinical, research, and interpersonal skills. However, the impact of teaching feedback during hematology-oncology training has not been studied. We aimed to identify barriers in delivering and receiving high-quality feedback in our fellowship program and to create a curriculum aimed at teaching fellows and faculty how to engage in more effective feedback conversations. Methods: This pilot study aimed at determining and addressing perceived barriers to high-quality feedback in the hematology-oncology fellowship program. A pre-intervention questionnaire, consisting of Likert scale and open-ended questions, was administered to identify barriers to giving feedback and to assess satisfaction with the quality of feedback received in our fellowship program. The results of the baseline questionnaire were utilized to build a virtual interactive three-session workshop provided by the ASCO Quality Training Program in which the importance of feedback and methods of providing effective feedback were taught. Topics included feedback set-up, low-inference observation, and a structured approach to reinforcing and modifying feedback. One month after the intervention the participants completed a follow up questionnaire. This project was developed through the ASH Medical Educators Institute. Results: Each questionnaire was completed by 11 participants. The two main barriers to high-quality feedback identified were the discomfort with both giving and receiving feedback, and the lack of protected time. At baseline only 54% of the participants reported they were comfortable giving feedback, increasing to 81% post- intervention. Pre-intervention, 81% of participants reported they did not have protected time for feedback, decreasing to 64% after the intervention and institution of weekly protected time for feedback. Half of the participants reported that the feedback was not actionable in the initial questionnaire, decreasing to 10% post-intervention. Overall, fellows reported that their feedback was mostly focused on notes, followed by presentations and interpersonal skills. Faculty reported that most of the feedback they received was about time management and patient care. Conclusions: This pilot study helped address a major barrier to improvement and growth within our training program and confirmed that feedback skills must be taught and practiced. A 6-hour virtual workshop showed tangible results in the satisfaction with and quality of feedback given to both fellows and faculty. Our findings are salient as we completed the intervention during the COVID pandemic. Limitations of the study include its single-institutional design and sample size. A major challenge anticipated is sustainability, which will be addressed by maintaining periodic lectures and assigning protected time for feedback.

scholarly journals Reaching for their own goals: A more democratic classroom

2011 ◽  
Vol 35 (1) ◽  
pp. 17
Author(s):  
Naomi Hashimoto ◽  
Steve Fukuda
Keyword(s):  
Pilot Study ◽  
Goal Setting ◽  
Learning Goals ◽  
First Year ◽  
Engineering Majors ◽  
Democratic Classroom ◽  
Positive Attitudes ◽  
High Motivation ◽  
Teacher's Perspective ◽  
Journal Entries

While most research is written from the teacher’s perspective, this paper, which originated as a self-assigned report by the first author, considers the outcomes of a university English course from a student’s viewpoint. Many teachers criticize students for having no motivation or learning goals, forgetting they place students in teacher-controlled situations that influence motivation and goal-setting. In this pilot study, we explore the influence a more democratic classroom has on motivation when students work to achieve their own goals. Two courses were compared with a democratically-taught course for first-year engineering majors. Questionnaire results and student journal entries indicate students had positive attitudes and high motivation at the end of the course. Compared with the two other courses, the democratic course received higher marks in both satisfaction and achievement. 多くの授業研究の成果は教師の視点から書かれている。しかし本論は学生の視点から、大学生向けのある必修英語シラバスの効果を述べたものである。多くの教師が、最近の学生には目標や動機づけがないと批判しているが、実際は教師が授業の目標と進度を決めることで、学生の目標設定や動機づけを制御しているのではないだろうか。本研究では、工学部1年生の3つの必修英語クラスを比較することで、学生が目標を達成しようとするとき、より民主的な授業法が動機づけに及ぼす影響を調べた。アンケート結果と学生の日誌から、伝統的なシラバスより、教師のサポートで学生が自ら目標や進度を決める方法のほうが、学生の積極的な態度を養い、また動機づけを高めることが示された。他の2クラスと比べると、この民主的なクラスは満足感と達成度において、より高い評価を得た。

scholarly journals Perceptions of a Remote Learning Pathology Elective for Advanced Clinical Medical Students

2021 ◽  
Vol 8 ◽  
pp. 237428952110068
Author(s):  
Kara S. Tanaka ◽  
Rageshree Ramachandran
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Online Survey ◽  
Learning Goals ◽  
Asynchronous Learning ◽  
Self Directed Learning ◽  
Anatomic Pathology ◽  
Institutional Review ◽  
Clinical Clerkships ◽  
Remote Learning

In mid-March 2020, our institution removed most medical students from in-person clinical clerkships due to the COVID-19 pandemic. The Department of Pathology responded by transitioning a fourth-year clinical elective to an all-remote format composed of synchronous didactics, daily clinical sign-out utilizing digital microscopy, and asynchronous learning materials. Thirty-seven medical students completed 2- or 4-week anatomic pathology electives tailored to meet their career goals and allowing them to progress toward graduation. Institutional Review Board approval was granted to survey students’ perceptions of engagement in the remote learning environment. Quantitative and qualitative data were collected using a standardized school-wide end-of-rotation survey, an online survey developed by the authors, and students’ self-directed learning goals. End-of-rotation data showed the remote pathology course performed well (4.88 of possible 5) when compared to all advanced clinical clerkships (4.51, n = 156 courses), all elective rotations (4.41, n = 50 courses), and the traditional in-person pathology elective (4.73). Core strengths in the virtual environment included high educational value, flexibility of content and schedule, organization, tailoring to an individual’s learning goals, and a positive education environment. Deficits included the inability to gross surgical specimens, inadequate observation or feedback about students’ skills, and impaired social connections. Areas for improvement included requests for in-person experiences and development of themed tracks for career exploration. Many aspects of anatomic pathology appear well-suited to the remote learning environment. While the remote model may not be sufficient for students pursuing careers in pathology, it can be adapted to increase nonpathologists’ understanding of interdisciplinary clinical collaboration with pathologists.

Perceptions and Understanding of Diabetes Mellitus Technology in Adults with Type 1 or Type 2 DM: A Pilot Survey from Pakistan

2021 ◽  
pp. 193229682110111
Author(s):  
Sarah Nadeem ◽  
Uswah Siddiqi ◽  
Russell Seth Martins ◽  
Kaleemullah Badini
Keyword(s):  
Diabetes Mellitus ◽  
Pilot Study ◽  
Diabetes Care ◽  
Online Survey ◽  
Small Sample Size ◽  
Developed Countries ◽  
Small Sample ◽  
Cost Of Care ◽  
Cross Sectional ◽  
Specific Patient

Introduction: Diabetes mellitus technology (DMT) is increasingly used for routine management in developed countries, yet its uptake in developing countries is not as consistent. Multiple factors may influence this, including country specific patient perception regarding DMT. We conducted a pilot study in Pakistan to understand this important question which has not been studied yet. Methods: A cross-sectional pilot study was conducted in Pakistan. An anonymous survey exploring perceptions of diabetes technology was circulated on social media platforms, collecting responses over 2 weeks. Target population included adults (≥18 years) living in Pakistan, with DM1 or 2. Results: A total of 40 responses were received. The majority (36/40) reported using conventional glucometers. Nine used continuous glucose monitoring (CGM). Thirty-two of 40 patients believed DMT improved diabetes care, 22 felt it helped decreased risk of Diabetes-related complications. 15/40 stated that DMT results in increased cost of care. Sixteen reported their diabetes care teams had never discussed wearable DMT options whereas 11 disliked them because they did not want a device on their self. Conclusion: In our pilot study we have identified broad themes of opportunity and challenges to DMT use in Pakistan. Patients’ perceptions regarding DMT were generally positive but significant barriers to its acceptance included high cost, lack of discussion between doctor and patient about available technology and personal hesitation. Limitations of our study include sampling bias (online survey) and small sample size, but this data can help inform larger studies, to look at this important topic in greater detail.

OPTIONAL TRAINING AS A RESOURCE FOR THE DEVELOPMENT OF RESEARCH COMPETENCE OF STUDENTS IN GRADES 6-7

2021 ◽  
Vol 72 (2) ◽  
pp. 91-96
Author(s):  
K. Askarbekova ◽  
◽  
Z. Kanayeva ◽  
O. Yaroshenko ◽  
◽  
...  
Keyword(s):  
Secondary Education ◽  
General Education ◽  
Goal Setting ◽  
Personal Development ◽  
Learning Goals ◽  
Educational Standards ◽  
Research Skills ◽  
Research Competence ◽  
The World

This article examines the essence of the research abilities of students formed in elective classes in biology as a category and factor of personal development. The content of the curriculum in biology is also considered, and activities aimed at achieving learning goals that are related to the development of skills are included. In modern secondary education of Kazakhstan, modernization processes successfully implemented in recent years, is carried out with the aim of its integration into the world educational space and approximation to international educational standards on the approval of standard rules of activity by types of general education organizations for the purposeful formation of research skills of students, which is determined at the legislative level "Research competence in the classification of A.V. Khutorsky is considered as an integral part of cognitive competence, which includes elements of methodological, supra-subject, logical activities, methods of organizing goal-setting, planning, analysis, reflection.

OPTIONAL TRAINING AS A RESOURCE FOR THE DEVELOPMENT OFRESEARCHCOMPETENCEOFSTUDENTSIN GRADES6-7

2021 ◽  
Vol 67 (2) ◽  
Author(s):  
K. Askarbekova ◽  
Keyword(s):  
Secondary Education ◽  
General Education ◽  
Goal Setting ◽  
Personal Development ◽  
Learning Goals ◽  
Educational Standards ◽  
Research Skills ◽  
Research Competence ◽  
The World

This article examines the essence of the research abilities of students formed in elective classes in biology as a category and factor of personal development. The content of the curriculum in biology is also considered, and activities aimed at achieving learning goals that are related to the development of skills are included. In modern secondary education of Kazakhstan, modernization processes successfully implemented in recent years, is carried out with the aim of its integration into the world educational space and approximation to international educational standards on the approval of standard rules of activity by types of general education organizations for the purposeful formation of research skills of students, which is determined at the legislative level "Research competence in the classification of A.V. Khutorsky is considered as an integral part of cognitive competence, which includes elements of methodological, supra-subject, logical activities, methods of organizing goal-setting, planning, analysis, reflection.

scholarly journals Gazali, H.M Bitcoin Investment Behaviour: A Pilot Study

2019 ◽  
Vol 5 (2) ◽  
pp. 81-86
Author(s):  
Haneffa Muchlis Gazali
Keyword(s):  
Factor Analysis ◽  
Pilot Study ◽  
Online Survey ◽  
Empirical Support ◽  
Basic Knowledge ◽  
The Public ◽  
Blockchain Technology ◽  
Public Media ◽  
Collection Period ◽  
Investment Behaviour

The evolution of blockchain technology that promotes decentralised peer to peer electronic cash system named as Bitcoin is becoming trending across the globe. Although the Bitcoin price is extremely volatile, the popularity of bitcoin is seemingly unambiguous. The Bitcoin trending has garnered serious attention from the public, media and academia.  Hitherto, no research has yet systematically investigated the factors influencing the intention to invest in Bitcoin. Thus, the objective of this study is to identify the factors that influence the intention to invest in Bitcoin. An online survey was distributed via the email to the target respondents, those who have basic knowledge of Bitcoin investment. After three weeks of the data collection period for the pilot study, 45 samples were gathered to be tested further. Using the SPSS programme, the data were analysed through the reliability test and factor analysis. The results of the study indicate that the items are valid and reliable. The exploratory factor analysis also discloses that the sampling is satisfactory. Being limited preliminary analysis, this study lacks the empirical evidence to confirm the relationships between the studied variables. Therefore, in future an adequate and bigger sample is needed to establish the empirical support on the associations of the studied variables

scholarly journals Helping Students Achieve

2021 ◽  
Author(s):  
Nerelie Teese
Keyword(s):  
Goal Setting ◽  
Learning Goals ◽  
Life Skill ◽  
Middle Years ◽  
Personal Learning ◽  
Middle Years Of Schooling ◽  
Teacher Librarians ◽  
Experience Difficulty ◽  
Years Of Schooling

Setting personal learning goals is an important life skill that students are encouraged to develop from the middle years of schooling onwards. However, some students experience difficulty with the processes involved in setting and achieving their goals. This professional paper looks at the role teacher librarians have in collaboratively planning, resourcing, and extending and enriching goal setting activities. Providing resources with authentic examples of goal setting by people from the wider community is one way of developing and extending the motivation and commitment students need to become successful in goal setting tasks and activities. One such resource is recommended and details of it are outlined with suggestions for extending and enriching it with a visit or virtual presentation from its author.

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