scholarly journals Off to a Jump Start: Using Immersive Activities to Integrate Continuity Clinic and Advocacy

2021 ◽  
Vol 8 ◽  
pp. 238212052110596
Author(s):  
Kira Sieplinga ◽  
Emily Disbrow ◽  
Justin Triemstra ◽  
Monica van de Ridder
Keyword(s):  
Support Staff ◽  
Curriculum Mapping ◽  
Child Advocacy ◽  
Clinical Environment ◽  
Continuity Clinic ◽  
Residency Programs ◽  
Mapping Tool ◽  
And Behaviors ◽  
Four Levels ◽  
Kirkpatrick’S Model

BACKGROUND Training in advocacy is an important component of graduate medical education. Several models have been implemented by residency programs to address this objective. Little has been published regarding application of immersive advocacy activities integrated into continuity clinic. OBJECTIVE To create an Integrated Community Health and Child Advocacy Curriculum (ICHCA) by integrating advocacy activities that were immersive and contextualized in a continuity clinic setting and to familiarize interns with continuity clinic immediately at the beginning of their training. METHODS We utilized a socio-constructivist lens, Kern's Six-step curriculum development and a published curriculum mapping tool to create the curriculum. Twenty residents completed ICHCA in 2019. Evaluations from key stakeholders including participants, support staff and attendings were analyzed on four levels of Kirkpatrick's model. We compared results before intervention, immediately following intervention and ten months following intervention. RESULTS We demonstrated improvement in learner satisfaction, knowledge and behaviors with respect to advocacy in the clinical environment. Response rate was 70% (7/10) for attendings, 75% for support staff (15/20) and 72.5% for residents (29/40). Our intervention was feasible, no cost, and required no additional materials or training as it relied on learning in real time. CONCLUSIONS An integrated advocacy curriculum utilizing the mapping tool for curricular design and evaluation is feasible and has value demonstrated by improvements in reaction, knowledge, and behaviors. This model improves understanding of social responsibility and can be implemented similarly in other residency programs.

A Whole of University Approach to Embedding Graduate Attributes

2013 ◽  
pp. 246-257
Author(s):  
Julie Fleming ◽  
Robyn Donovan ◽  
Colin Beer ◽  
Damien Clark
Keyword(s):  
Distance Education ◽  
Resistance To Change ◽  
Academic Community ◽  
Senior Management ◽  
Curriculum Mapping ◽  
Top Down ◽  
Graduate Attributes ◽  
Mapping Tool ◽  
Undergraduate Programs ◽  
Mapping Exercise

This chapter reflects on the processes involved in managing a curriculum mapping exercise aimed at integrating graduate attributes across CQUniversity’s undergraduate programs. Most of these programs are offered via distance education. Due to the complexity of program offerings and the dispersed campus locations, a whole of university approach was needed to address quality and consistency of graduate outcomes. In order to achieve this, an audit of existing course graduate attributes was conducted using an online mapping tool. While the whole of university approach served to provide cohesion within the project, there were some challenges regarding the perceived top-down approach. This chapter serves to inform senior management of the complexities of managing resistance to change within an academic community. It is envisaged that this reflection will assist with future projects that require a whole of university approach.

Comparing Effectiveness of E-Learning Training and Traditional Training in Industrial Safety and Health

2013 ◽  
pp. 214-229
Author(s):  
Norlinda Binti Mohd Rozar ◽  
Abdullah Bin Ibrahim ◽  
Muhammad Ashlyzan Bin Razik
Keyword(s):  
Evaluation Model ◽  
Work Environments ◽  
Industrial Safety ◽  
Training Methods ◽  
Safety And Health ◽  
Traditional Training ◽  
E Learning ◽  
Four Levels ◽  
Kirkpatrick’S Model

In response to the demanding change in work environments, most companies not only depend on traditional training, but also on e-learning and emphasizing it in safety and health. The benefits and cost effectiveness of the benefits of e-learning training are trusted. Nevertheless, accidents still happen at the workplace. This has become an issue to be studied, especially on the effectiveness of e-learning training in comparison to traditional training. In this study, a framework to measure comparative effectiveness between these two learning environments was developed based on Kirkpatrick’s four-level evaluation model and a case study was applied to test all the levels of the framework. These four levels include participant reaction, learning, achievements, behavior of employees, and results. The interview results indicated that there is no difference in the rating of the effectiveness of the two training methods based on Kirkpatrick’s model.

scholarly journals The “Zing Factor”—How Do Faculty Describe the Best Pediatrics Residents?

2014 ◽  
Vol 6 (1) ◽  
pp. 106-111 ◽  
Author(s):  
Glenn Rosenbluth ◽  
Bridget O'Brien ◽  
Emily M. Asher ◽  
Christine S. Cho
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Knowledge Integration ◽  
Clinical Skills ◽  
Medical Knowledge ◽  
Residency Programs ◽  
Graduate Medical ◽  
Trained Interviewer ◽  
And Behaviors ◽  
Assessment Strategies

Abstract Background Faculty in graduate medical education programs may not have uniform approaches to differentiating the quality of residents, and reviews of evaluations suggest that faculty use different standards when assessing residents. Standards for assessing residents also do not consistently map to items on evaluation forms. One way to improve assessment is to reach consensus on the traits and behaviors that are (or should be) present in the best residents. Methods A trained interviewer conducted semistructured interviews with faculty affiliated with 2 pediatrics residency programs until content saturation was achieved. Interviewees were asked to describe specific traits present in residents they identify as the best. Interviews were recorded and transcribed. We used an iterative, inductive approach to generate a coding scheme and identify common themes. Results From 23 interviews, we identified 7 thematic categories of traits and behaviors: personality, energy, professionalism, team behaviors, self-improvement behaviors, patient-interaction behaviors, and medical knowledge and clinical skills (including a subcategory, knowledge integration). Most faculty interviewees focused on traits like passion, enthusiasm, maturity, and reliability. Examination score or intelligence was mentioned less frequently than traits and behaviors categorized under personality and professionalism. Conclusions Faculty identified many traits and behaviors in the residents they define as the best. The thematic categories had incomplete overlap with Accreditation Council for Graduate Medical Education (ACGME) and CanMEDS competencies. This research highlights the ongoing need to review our assessment strategies, and may have implications for the ACGME Milestone Project.

Comparing Effectiveness of E-learning Training and Traditional Training in Industrial Safety and Health

2011 ◽  
Vol 1 (3) ◽  
pp. 46-61 ◽  
Author(s):  
Norlinda Binti Mohd Rozar ◽  
Abdullah Bin Ibrahim ◽  
Muhammad Ashlyzan Bin Razik
Keyword(s):  
Evaluation Model ◽  
Work Environments ◽  
Industrial Safety ◽  
Training Methods ◽  
Safety And Health ◽  
Traditional Training ◽  
E Learning ◽  
Four Levels ◽  
Kirkpatrick’S Model

In response to the demanding change in work environments, most companies not only depend on traditional training, but also on e-learning and emphasizing it in safety and health. The benefits and cost effectiveness of the benefits of e-learning training are trusted. Nevertheless, accidents still happen at the workplace. This has become an issue to be studied, especially on the effectiveness of e-learning training in comparison to traditional training. In this study, a framework to measure comparative effectiveness between these two learning environments was developed based on Kirkpatrick’s four-level evaluation model and a case study was applied to test all the levels of the framework. These four levels include participant reaction, learning, achievements, behavior of employees, and results. The interview results indicated that there is no difference in the rating of the effectiveness of the two training methods based on Kirkpatrick’s model.

scholarly journals An Alternative Practice Model: Residents Transform Continuity Clinic and Become Systems Thinkers

2012 ◽  
Vol 4 (2) ◽  
pp. 232-236 ◽  
Author(s):  
Colleen Y. Colbert ◽  
John D. Myers ◽  
Christian T. Cable ◽  
Paul E. Ogden ◽  
Curtis Mirkes ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Focus Groups ◽  
Patient Care ◽  
Systems Thinking ◽  
Theory Approach ◽  
Health Care Environment ◽  
Continuity Clinic ◽  
Residency Programs ◽  
Clinic Efficiency ◽  
System Changes

Abstract Background A changing health care environment has created a need for physicians trained in health system improvement. Residency programs have struggled to teach and assess practice-based learning and improvement and systems-based practice competencies, particularly within ambulatory settings. Intervention We describe a resident-created and resident-led quality and practice-improvement council in an internal medicine continuity clinic. We conducted focus groups and report on residents' perspectives on council membership, practice management experiences, quality improvement projects, and resident satisfaction. Method Focus groups were held from May 2009 to March 2010 with internal medicine residents (N  =  5/focus group) who participated in the Continuity Clinic Ownership in Resident Education (CCORE) council. Data were analyzed with a grounded theory approach. Results During the focus groups, residents responded to the question: “Do you have any new insights into delivering quality patient care in an outpatient clinic as a result of this experience (CCORE membership)?” The qualitative analysis resulted in 6 themes: systems thinking and systems-based care skills; improving quality of patient care; improved clinic efficiency; ownership of patients; need for improved communication of practice changes; and a springboard for research. Conclusions CCORE residents participated in system changes and acquired leadership skills while working on practice-based and system problems in a clinic microsystem. We believe this model can be implemented by other residency programs to promote the development of systems thinking in residents, increase their ownership of continuity clinic, and empower them to implement system changes.

Organizational Hierarchy and Cultural Values

1997 ◽  
Vol 81 (3) ◽  
pp. 832-834 ◽  
Author(s):  
Ronald J. Burke
Keyword(s):  
Cultural Values ◽  
Support Staff ◽  
Professional Services ◽  
Organizational Hierarchy ◽  
Dependent Variables ◽  
Professional Field ◽  
Four Levels ◽  
Relationship Of ◽  
The Relationship ◽  
Professional Services Firm

This study examined the relationship of organizational hierarchy and aspects of cultural values within a single large professional services firm. Four levels were considered: partners, managers, professional field staff, and secretarial support staff. The importance, presence, and gap between importance and presence of ten cultural values served as dependent variables. The highest and lowest hierarchical levels had more favorable opinions on the importance and presence of these cultural values. Implications for service to clients are drawn.

Annual block scheduling for family medicine residency programs with continuity clinic considerations

2016 ◽  
Vol 48 (9) ◽  
pp. 797-811 ◽  
Author(s):  
Jonathan F. Bard ◽  
Zhichao Shu ◽  
Douglas J. Morrice ◽  
Luci K. Leykum ◽  
Ramin Poursani
Keyword(s):  
Family Medicine ◽  
Block Scheduling ◽  
Continuity Clinic ◽  
Residency Programs ◽  
Family Medicine Residency

scholarly journals Advanced Care Directives: Overcoming the Obstacles

2015 ◽  
Vol 7 (1) ◽  
pp. 91-94 ◽  
Author(s):  
Sarah Leatherman Allen ◽  
Kimberly S. Davis ◽  
Paul C. Rousseau ◽  
Patty J. Iverson ◽  
Patrick D. Mauldin ◽  
...  
Keyword(s):  
End Of Life ◽  
Internal Medicine Resident ◽  
Living Will ◽  
Clinical Environment ◽  
Family Meeting ◽  
Continuity Clinic ◽  
Medicine Resident ◽  
Resident Physicians ◽  
Advanced Care Directives ◽  
Resident Continuity Clinic

Abstract Background Advanced care directives (ACDs) and end-of-life discussions are important and typically difficult to initiate because of the sensitive nature of the topic and competing clinical priorities. Resident physicians need to have these conversations but often do not in their continuity clinics. Objective We implemented a program to (1) increase physician opportunity to discuss end-of-life wishes with their patients, and (2) improve residents' confidence in leading discussions regarding ACDs. Intervention A total of 95 residents in an academic outpatient internal medicine resident continuity clinic participated in a formalized curriculum (didactic sessions, simulations, and academic detailing). Clinic workflow alterations prompted the staff to question if patients had an ACD or living will, and then cued residents to discuss these issues with the patients if they did not. Results Of the 77% of patients who were asked about ACDs, 74% had no ACD but were interested in discussing this topic. After our intervention, 65% (62 of 95) of our residents reported having at least 1 outpatient discussion with their patients. Residents reported increased confidence directing and discussing advanced care planning with older patients and conducting a family meeting (P < .01). Conclusions By delivering a formalized curriculum and creating a clinical environment that supports such discussions, resident physicians had more ACD discussions with their patients and reported increased confidence. When provided information and opportunity, patients consistently expressed interest in talking with their physician about their advanced care wishes.

scholarly journals “How many times did I not want to live a life because of him”: the complex connections between child sexual abuse, disclosure, and self-injurious thoughts and behaviors

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Delphine Collin-Vézina ◽  
Mireille De La Sablonnière-Griffin ◽  
Marudan Sivagurunathan ◽  
Rusan Lateef ◽  
Ramona Alaggia ◽  
...  
Keyword(s):  
Mental Health ◽  
Sexual Abuse ◽  
Child Sexual Abuse ◽  
Mental Health Professionals ◽  
Thematic Analysis ◽  
Healing Process ◽  
Child Advocacy ◽  
Effective Prevention ◽  
And Behaviors ◽  
The Impact

Abstract Background Meta-analyses have confirmed an association between child sexual abuse (CSA) and non-suicidal and suicidal self-injurious thoughts and behaviors (SITB), yet the mechanisms linking these factors are, to date, poorly understood. The goal of the current study is to explore one potential influencing factor acting in the association between CSA and SITB, which is the disclosure experience. Disclosure has been identified as a prominent factor in the healing process of survivors, with a lack of support following disclosures heightening negative outcomes. Exploring the impact of CSA disclosure on SITB is necessary to build effective prevention and intervention strategies. Methods This qualitative study is part of a larger initiative spanning diverse research sites in Canada and in Ireland and aiming to lend voice to young people who were sexually abused in childhood/adolescence. Participants were recruited from community-based sexual abuse/assault agencies, hospital-based specialized clinics and child advocacy centres. The Long Interview Method, based on a branch of phenomenology, was used to guide research design and data collection. The current thematic analysis, informed by a stress-diathesis model, is based on a sample comprised of 21 ethnically diverse youth aged 15 to 25 who self-reported a sexual abuse experience in their childhood or teenage years and who, as part of the interview on their disclosure processes, revealed past or current SITB. Results The thematic analysis led to the identification of four main themes that both confirmed past research and conceptual models on SITB, and provided new insights. Participants perceived a clear link between their CSA experience and SITB and other mental health issues. They offered their views on the meanings of SITB for CSA victims: to cope with abuse; to end the abuse; to express self-hatred and loneliness; and to let people know about their suffering. They described how negative disclosure experiences led to more nonsuicidal and suicidal SITB. Yet, participants also revealed that receiving support for their SITB created opportunities for CSA disclosure and support. Conclusions This study showed complex connections between CSA experiences, disclosure and nonsuicidal and suicidal SITB. Understanding the reciprocal influences between SITB, CSA disclosure and help-seeking could better equip mental health professionals and caregivers to provide support and foster healing and recovery in CSA victims.

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