scholarly journals Experience with a Clinical Audit Requirement for Interns in the Emergency Department

2021 ◽  
Vol 8 ◽  
pp. 238212052110165
Author(s):  
Ryan Windish ◽  
Douglas Morel ◽  
Catherine E Forristal
Keyword(s):  
Emergency Department ◽  
Clinical Audit ◽  
Educational Activity ◽  
Grand Round ◽  
First Year ◽  
Evaluation Tool ◽  
Development Activity ◽  
Professional Development Activity ◽  
Audit Program ◽  
Clinical Audits

Background: The clinical audit is an important evaluation tool to ensure quality assurance. A clinical audit requirement for interns during their emergency department (ED) term may be a valuable educational activity. Methods: The Emergency Audit Initiative (EAI) Program was initiated at Redcliffe Hospital in January 2018. Interns, who were paired with a staff specialist audit mentor, chose a topic of interest and carried out a clinical audit during their 10-week ED term. At the end of term, interns formally presented audit findings in a grand round setting. Interns and staff specialists were surveyed at the end of the intern year regarding aspects of the program. Surveys aimed to assess: (1) value of the program as an educational activity, (2) availability of time and resources to conduct the audit, and (3) perceived impact on practice. Results: During the first year of the program, 27 clinical audits were carried out. 16 interns (59%) and 8 staff specialists (57%) responded to the surveys. Interns and staff specialists reported that the audit was a valuable educational experience (88% and 100%). Interns also reported that they had adequate time (94%) and resources (81%) to conduct the audit. Interns and staff specialists however reported only a modest impact on clinical practice because of the audit program. Conclusions: Our experience with the EAI program suggests that incorporating a clinical audit requirement into the ED term is possible. Interns and staff specialists reported it to be a beneficial educational and professional development activity.

scholarly journals Experience with a clinical audit requirement for interns in the emergency department

2020 ◽  
Author(s):  
Ryan Windish ◽  
Douglas Morel ◽  
Catherine Forristal
Keyword(s):  
Emergency Department ◽  
Clinical Audit ◽  
Educational Activity ◽  
Grand Round ◽  
First Year ◽  
Evaluation Tool ◽  
Development Activity ◽  
Professional Development Activity ◽  
Audit Program ◽  
Clinical Audits

Abstract Background: The clinical audit is an important evaluation tool to ensure quality assurance. A clinical audit requirement for interns during their emergency department (ED) term may be a valuable educational activity. Methods: The Emergency Audit Initiative (EAI) Program was initiated at Redcliffe Hospital in January 2018. Interns, who were paired with a staff specialist audit mentor, chose a topic of interest and carried out a clinical audit during their ten-week ED term. At the end of term, interns formally presented audit findings in a grand round setting. Interns and staff specialists were surveyed at the end of the intern year regarding aspects of the program. Surveys aimed to assess: 1) value of the program as an educational activity, 2) availability of time and resources to conduct the audit, and 3) perceived impact on practice. Results: During the first year of the program, 27 clinical audits were carried out. 16 interns (59%) and 8 staff specialists (57%) responded to the surveys. Interns and staff specialists reported that the audit was a valuable educational experience (88% and 100%). Interns also reported that they had adequate time (94%) and resources (81%) to conduct the audit. Interns and staff specialists however reported only a modest impact on clinical practice because of the audit program. Conclusions: Our experience with the EAI program suggests that incorporating a clinical audit requirement into the ED term is possible. Interns and staff specialists reported it to be a beneficial educational and professional development activity.

scholarly journals Motivation for choosing educational-professional trajectory and freshmen’s academic expectations

2020 ◽  
pp. 96-105
Author(s):  
Natalia A. Lyz’ ◽  
Irina S. Labyntseva
Keyword(s):  
Professional Development ◽  
Social Needs ◽  
Learning Motivation ◽  
First Year ◽  
Academic Expectations ◽  
Development Activity ◽  
Professional Activities ◽  
Professional Development Activity ◽  
Choice Of Major ◽  
Educational Professional

The paper considers the relevance of the university’s being students-oriented, shows the need to study the students’ learning motivation at the stage of university entrance, and presents the results of an empirical study. The purpose of the study is to identify the freshmen’s motives for choosing an educational-professional trajectory, awareness of their professional choice and academic expectations. To examine this phenomenon 247 first-year IT-students participated in the study. The results showed that the students are confident in their choice of major and university. Prestigious, financial and self-realization motives prevail among the motives for choosing an educational-professional trajectory. Freshmen’s expectations from studying at a university are associated with personal and professional development, activity in learning, and the satisfaction of cognitive and social needs. The results also showed the existence of a holistic system of subjective motivational foundations of students’ educational and professional activities. This system includes interrelated components: the motives for choosing an educational-professional trajectory, awareness of professional choice and academic expectations.

scholarly journals Proficiency markers of the motivation- and value-related components of the professional competence to be acquired by the specialists in the field of processing and food production

2020 ◽  
Vol 2020 (1 (130)) ◽  
pp. 107-113
Author(s):  
Viktoriia Novikova
Keyword(s):  
Food Production ◽  
Professional Competence ◽  
Reference Points ◽  
Educational Activity ◽  
Professional Activity ◽  
First Year ◽  
First Year Students ◽  
The Future ◽  
Self Discovery ◽  
Systematic Professional Development

The purpose of the research is to define the proficiency state of the motivation- and value-related components of the professional competence acquired by the specialists in the field of processing and food productions (based on the results of the experiment which involved the first-year students specialised in 181 "Food technologies"). To determine the proficiency of level of the motivation- and value-related components of the professional competence to be acquired by the future specialists in the field of processing and food productions we used the methodologies adapted to our research: the testing of person’s value-related reference points and the testing of person’s capacity for self-discovery. The experiment was aimed at revealing and comparing future specialists’ motivation to study, basic reasons for educational activity, grounds for choosing a profession, and value-related orientations of the students constituting experimental and control (general) groups. The experiment involved the students specialised in 181 "Food technologies" in Kharkiv State University for Food Technologies and Trade, Kharkiv Petro Vasylenko National Technical University of Agriculture and Kharkiv Cooperative Trade and Economic College. The experiment consisted of two stages. At the first stage, 237 future specialists participated in the continuous questioning specially elaborated by the author. On the second stage, the first-year (two groups) and the second-year students (two groups) were tested according to the methodology "Motivation for study": test 1 "Studying the reasons of students’ educational activity”, test 2 "The necessities to develop students’ self-evaluation". The future specialists in the field of processing and food production acquired the professional competencies during the pedagogical events facilitating the development of stable motivation for their professional activity. The experiment allowed us to affirm that the professional competence demonstrated by the future specialists in the field of processing and food productions consists of some components, the motivation- and value-related component being one of them. On the whole, the results of the questioning confirmed the insufficient (reproductive) proficiency level which the future specialists of processing and food production demonstrated within the professional competence. The results of the first stage of the experiment (continuous questioning) testify that it is important for most students rather to get an appraisal than acquire knowledge. Most students failed to give any reasons for self-perfection or systematic professional development.

scholarly journals Using a community of practice to evaluate falls prevention activity in a residential aged care organisation: a clinical audit

2017 ◽  
Vol 41 (1) ◽  
pp. 13 ◽  
Author(s):  
Jacqueline Francis-Coad ◽  
Christopher Etherton-Beer ◽  
Caroline Bulsara ◽  
Debbie Nobre ◽  
Anne-Marie Hill
Keyword(s):  
Vitamin D ◽  
Community Of Practice ◽  
Clinical Audit ◽  
Aged Care ◽  
Falls Prevention ◽  
Residential Aged Care ◽  
Prevention Policy ◽  
Shared Interest ◽  
Prevention Activity ◽  
Clinical Audits

Objective This study evaluates whether a community of practice (CoP) could conduct a falls prevention clinical audit and identify gaps in falls prevention practice requiring action. Methods Cross-sectional falls prevention clinical audits were conducted in 13 residential aged care (RAC) sites of a not-for-profit organisation providing care to a total of 779 residents. The audits were led by an operationalised CoP assisted by site clinical staff. A CoP is a group of people with a shared interest who get together to innovate for change. The CoP was made up of self-nominated staff representing all RAC sites and comprised of staff from various disciplines with a shared interest in falls prevention. Results All 13 (100%) sites completed the audit. CoP conduct of the audit met identified criteria for an effective clinical audit. The priorities for improvement were identified as increasing the proportion of residents receiving vitamin D supplementation (mean 41.5%, s.d. 23.7) and development of mandatory falls prevention education for staff and a falls prevention policy, as neither was in place at any site. CoP actions undertaken included a letter to visiting GPs requesting support for vitamin D prescription, surveys of care staff and residents to inform falls education development, defining falls and writing a falls prevention policy. Conclusion A CoP was able to effectively conduct an evidence-based falls prevention activity audit and identify gaps in practice. CoP members were well positioned, as site staff, to overcome barriers and facilitate action in falls prevention practice. What is known about the topic? Audit and feedback is an effective way of measuring clinical quality and safety. CoPs have been established in healthcare using workplace staff to address clinical problems but little is known about their ability to audit and influence practice change. What does this paper add? This study contributes to the body of knowledge on CoPs in healthcare by evaluating the performance of one in the domain of falls prevention audit action. What are the implications for practitioners? A CoP is an effective model to engage staff in the clinical audit process. Clinical audits can raise staff awareness of gaps in practice and motivate staff to plan and action change as recommended in best practice guidelines.

scholarly journals The Effect of Bedside Presentations in the Emergency Department on Patient Satisfaction

2011 ◽  
Vol 3 (4) ◽  
pp. 481-486 ◽  
Author(s):  
Craig I. Schranz ◽  
Robert J. Sobehart ◽  
Kiva Fallgatter ◽  
Robert H. Riffenburgh ◽  
Michael J. Matteucci
Keyword(s):  
Emergency Department ◽  
Patient Satisfaction ◽  
Resident Education ◽  
Statistical Significance ◽  
Future Research ◽  
First Year ◽  
Convenience Sample ◽  
Visual Analog Scales ◽  
Significant Difference ◽  
The Difference

Abstract Background Due to increasing time constraints, the use of bedside presentations in resident education has declined. We examined whether patient satisfaction in the emergency department is affected when first-year residents present at the bedside with attendings. Methods We performed an observational, prospective, nonblinded study in the emergency department of a military teaching hospital. We alternately assigned first-year residents to present a convenience sample of 248 patients to the attending physician at the patient's bedside or away from the patient. We measured patient satisfaction by using the Patient Satisfaction Questionaire-18 (PSQ-18), a validated survey instrument that utilizes a Likert scale, and additional nonvalidated survey questions involving Likert and visual analog scales. Results While the median PSQ-18 score of 74 (95% confidence interval [CI], 72–76) was higher for patient satisfaction when residents made bedside presentations than that for standard presentations, 72 (95% CI, 70–74), the difference did not reach statistical significance (P  =  .33). Conclusion There was no significant difference in overall patient satisfaction between residents' bedside presentations and presentations to attendings away from the patient. Although not significant, the differences noted in PSQ-18 subscales of communication, general satisfaction, and interpersonal manner warrant further investigation. Patients did not appear to be uncomfortable with having their care discussed and with having subsequent resident education at the bedside. Future research on patient satisfaction after implementation of standardized bedside teaching techniques may help further elucidate this relationship.

Diagnostic error in an ophthalmic emergency department

Diagnosis ◽  
2020 ◽  
Vol 7 (2) ◽  
pp. 129-131 ◽  
Author(s):  
Harry Yip ◽  
Carmel Crock ◽  
Elsie Chan
Keyword(s):  
Emergency Department ◽  
General Practitioners ◽  
Diagnostic Error ◽  
Error Rates ◽  
First Year ◽  
Limited Data ◽  
Retrospective Audit ◽  
Audit Data ◽  
Medical Diagnostic ◽  
Second Year

AbstractBackgroundDiagnostic error is a major preventable cause of harm to patients. There is currently limited data in the literature on the rates of misdiagnosis of doctors working in an ophthalmic emergency department (ED). Misdiagnosis was defined as a presumed diagnosis being proven incorrect upon further investigation or review.MethodsIn this retrospective audit, data was collected and analysed from 1 week of presentations at the Royal Victorian Eye and Ear Hospital (RVEEH) ED.ResultsThere were 534 ophthalmic presentations during the study period. The misdiagnosis rates of referrers were: general practitioners (30%), optometrists (25.5%), external hospital EDs (18.8%), external hospital ophthalmology departments (25%) and private ophthalmologists (0%). Misdiagnosis rates of RVEEH doctors were: emergency registrars (7.1%), RVEEH residents (16.7%), first-year registrars (5.1%), second-year registrars (7.1%), third-year registrars (7.7%), fourth-year registrars (0%), senior registrars (6.9%), fellows (0%) and consultants (8.3%).ConclusionsThe misdiagnosis rates in our study were comparable to general medical diagnostic error rates of 10–15%. This study acts as a novel pilot; in the future, a larger-scale multi-centre audit of ophthalmic presentations to general emergency departments should be undertaken to further investigate diagnostic error.

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