scholarly journals Tips for teaching procedural skills

2020 ◽  
Vol 20 (S2) ◽  
Author(s):  
Annette Burgess ◽  
Christie van Diggele ◽  
Chris Roberts ◽  
Craig Mellis
Keyword(s):  
Health Professionals ◽  
Clinical Skills ◽  
Healthcare Education ◽  
Procedural Skills ◽  
Effective Feedback ◽  
Repeated Practice ◽  
Junior Staff ◽  
Wide Range ◽  
Skill Performance ◽  
Complex Skills

AbstractThe teaching of procedural skills required for clinical practice remains an ongoing challenge in healthcare education. Health professionals must be competent to perform a wide range of clinical skills, and are also regularly required to teach these clinical skills to their peers, junior staff, and students. Teaching of procedural skills through the use of frameworks, observation and provision of feedback, with opportunities for repeated practice assists in the learners’ acquisition and retention of skills. With a focus on the teaching of non-complex skills, this paper explores how skills are learned; ways to improve skill performance; determining competency; and the provision of effective feedback.

scholarly journals The Effect of Repeated Direct Observation of Procedural Skills (R-DOPS) Assessment Method on the Clinical Skills of Anesthesiology Residents

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Shideh Dabir ◽  
Mohammad Hoseinzadeh ◽  
Faramarz Mosaffa ◽  
Behnam Hosseini ◽  
Mastaneh Dahi ◽  
...  
Keyword(s):  
Direct Observation ◽  
Clinical Skills ◽  
Assessment Method ◽  
Procedural Skill ◽  
Procedural Skills ◽  
Training Outcomes ◽  
Skill Performance ◽  
Ultimate Result ◽  
Trainee Satisfaction ◽  
Satisfaction Rates

Background: The ultimate result of patient care is one of the most important outcomes in medical education. Several methods, including the direct observation of procedural skills (DOPS), have been proposed to assess professional competencies in clinical practice. Objectives: This study aimed to assess the effects of the Repeated DOPS (R-DOPS) method on the performance of procedural skills in anesthesiology residents. Methods: The procedural skill performance of anesthesiology residents was assessed using a standard DOPS protocol from May to October 2019. Their scores were then objectively recorded, and the satisfaction rates regarding the 2 DOPS exams were assessed. Results: We found a considerable improvement in anesthesiology residents’ procedural skill performance, especially in the anesthesiology residency curriculum’s basic items. Besides, anesthesiology residents’ satisfaction was significantly improved after the 2nd DOPS. Conclusions: R-DOPS leads to improved training outcomes, including assessing the procedural skills, time to feedback to trainees, and trainee satisfaction.

Needs and Interest Analysis of Health Professional Clinical Skills Needed Address Patient Vaping/E-Cigarette Use Using Survey and Focus Groups (Preprint)

2021 ◽  
Author(s):  
Mary Metcalf ◽  
Karen Rossie ◽  
Katie Sokes ◽  
Bradley Tanner
Keyword(s):  
Health Care ◽  
Focus Group ◽  
Health Professional ◽  
Health Effects ◽  
Health Professionals ◽  
Health Care Professionals ◽  
Clinical Skills ◽  
Skills Training ◽  
Cigarette Use ◽  
Wide Range

BACKGROUND The growth of e-cigarette devices, after their initial promotion as safer alternatives to traditional cigarettes, brought about a disturbing trend of youth vaping. Vaping by youth increased recent years and peaking in 2019 with 27.5% of high school students vaping [1–3]. Daily vaping declined for youths the next year by 7 to 9%, but over 3.6 million youths still reported current vaping in a national survey(Miech et. Al, 2020). For adults, vaping devices were often used as treatment alternatives for smoking cessation instead of FDA-approved options[4]. Health professional training and skills development is needed to prevent and address patient vaping and e-cigarette use. OBJECTIVE Develop an understanding of training needs that would help a wide range of health professionals prevent and address vaping and e-cigarette use by their patients. The ultimate goal was to develop online training for health providers focused on vaping/e-cigarette cessation, in a continuing education/continuing medical education format. METHODS We conducted an extensive literature review focused on aspects of vaping/e-cigarette relevant to clinical care. Using the review and our experience as educators on substance abuse, we created an online survey about clinical skills needed in the area of vaping and e-cigarettes, which was completed by two groups of health professionals: 1)self-identified experts on vaping and 2)practicing health professionals who did not self-identify as having expertise. Additionally, we conducted a focus group of clinical staff at an in-patient psychiatric hospital. Finally, we solicited feedback from addiction cessation educators. RESULTS Health professional participants showed a strong interest in the training topics. The top 3 topics of interest were: • Recommended treatments for patients who vape or use e-cigarettes. • How to evaluate and treat health effects in patients who vape or use e-cigarettes. • How to provide brief interventions for patients who vape THC. Interestingly, area of expertise or medical specialty influenced opinion of topic importance. For example, self-identified experts more strongly supported the need for prevention strategies in comparison to other health care professionals. In contrast, health care professionals were far more interested in the “health effects of second-hand vaping” than were the experts. In addition, focus group of in-patient medical staff were more interested in the outcomes of EVALI and the pharmacology of THC than were the other groups. CONCLUSIONS The needs analysis results support interest in clinical skills training related to vaping cessation by health professionals, and provide specific guidance on which topics are most needed. Health professional education on vaping is needed, wanted, and area of practice impacts topic interest significantly.

scholarly journals An exploration of migrant women’s perceptions of public health messages to reduce stillbirth in the UK: a qualitative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Tomasina Stacey ◽  
Melanie Haith-Cooper ◽  
Nisa Almas ◽  
Charlotte Kenyon
Keyword(s):  
Public Health ◽  
Perinatal Mortality ◽  
Health Professionals ◽  
Health Messages ◽  
Migrant Women ◽  
Global Public Health ◽  
Wide Range ◽  
Public Health Messages ◽  
Associated Risk Factors ◽  
The Uk

Abstract Background Stillbirth is a global public health priority. Within the United Kingdom, perinatal mortality disproportionately impacts Black, Asian and minority ethnic women, and in particular migrant women. Although the explanation for this remains unclear, it is thought to be multidimensional. Improving perinatal mortality is reliant upon raising awareness of stillbirth and its associated risk factors, as well as improving maternity services. The aim of this study was to explore migrant women’s awareness of health messages to reduce stillbirth risk, and how key public health messages can be made more accessible. Method Two semi-structured focus groups and 13 one to one interviews were completed with a purposive sample of 30 migrant women from 18 countries and across 4 NHS Trusts. Results Participants provided an account of their general awareness of stillbirth and recollection of the advice they had been given to reduce the risk of stillbirth both before and during pregnancy. They also suggested approaches to how key messages might be more effectively communicated to migrant women. Conclusions Our study highlights the complexity of discussing stillbirth during pregnancy. The women in this study were found to receive a wide range of advice from family and friends as well as health professionals about how to keep their baby safe in pregnancy, they recommended the development of a range of resources to provide clear and consistent messages. Health professionals, in particular midwives who have developed a trusting relationship with the women will be key to ensuring that public health messages relating to stillbirth reduction are accessible to culturally and linguistically diverse communities.

Teaching application of watercolor light color technique

2020 ◽  
pp. 002072092093683
Author(s):  
Yin Shi
Keyword(s):  
Art Education ◽  
Large Scale ◽  
Low Cost ◽  
Art Curriculum ◽  
Repeated Practice ◽  
Wide Range ◽  
Light Color ◽  
Teaching Application ◽  
Design Drawing

As a branch of watercolor painting, watercolor light color has been widely used in different fields. In the field of design, designers use the convenience, quickness, transparency and brilliance of watercolor to draw a design drawing. In the field of art creation, watercolor is usually the best choice for painters to go out to sketch and create large-scale drawings. In the field of art education, watercolor tools are easy to carry, low-cost and easy to operate, which can facilitate students’ repeated practice and outside Sketching is helpful to cultivate students’ sense of color and observation ability. Therefore, as a branch of art curriculum, watercolor light color has a wide range of uses and great practicability, which is worth exploring and studying.

scholarly journals Effects of self-management education programmes on self-efficacy for osteoarthritis of the knee: a systematic review of randomised controlled trials

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Daisuke Uritani ◽  
Hitoshi Koda ◽  
Sho Sugita
Keyword(s):  
Health Professionals ◽  
Self Efficacy ◽  
Randomised Controlled Trials ◽  
Management Education ◽  
Self Management ◽  
Controlled Trials ◽  
Face To Face ◽  
Knee Oa ◽  
Wide Range ◽  
Randomised Controlled

Abstract Background Enhancing self-efficacy to manage symptoms and functions is an important aspect of self-management for patients with knee osteoarthritis (OA). Many reports have investigated the effects of self-management education programmes for arthritis patients. However, a study that exclusively focuses on patients with OA in the same joints is required to clarify the effects of self-management programmes because individuals with knee OA experience physical and psychological difficulties different from those experienced by individuals with other arthritis diseases. Furthermore, previous studies have reported a wide range of delivery styles of self-management education programmes. This systematic review aimed to evaluate the effects of group-based and face-to-face self-management education programmes conducted by health professionals targeting self-efficacy for knee OA exclusively. Methods The MEDLINE, CENTRAL, EMBASE, CINAHL, Web of Science, and PEDro databases were searched to identify quantitative measures used in randomised controlled trials (RCTs) to assess the effects of self-management education programmes targeting self-efficacy in patients with knee OA. We included studies in which medical professional-delivered self-management education programmes were conducted in a group-based and face-to-face manner in community or outpatient settings. Results Seven RCTs from five countries were included in this review. Our retrieved studies included various types of self-management education programmes such as cognitive behavioural counselling, pain management education, physical education, weight management education, and arthritis self-efficacy management education, and control arms. They assessed various aspects of self-efficacy, including pain, physical function, arthritis symptoms excluding pain, weight management, mobility, and self-regulation. The total score of the Arthritis Self-Efficacy Scale was also measured. Some studies have reported beneficial effects of group-based and face-to-face self-management education programmes on self-efficacy for management of pain and other symptoms and for self-regulatory, knee OA. However, the results of the included studies were varied and inconsistent. Conclusions The current review only included seven studies, and there was a wide range of clinical heterogeneity among these studies. Thus, the effects of group-based and face-to-face self-management education programmes conducted by health professionals on self-efficacy for knee OA exclusively are inconclusive to date. Therefore, high-quality studies are required to provide significant information on clinicians, patients, and healthcare professionals in the future.

scholarly journals REAPing the benefits: development and use of a structured evaluation framework to codify learning resources for Global Health professionals

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Meike Schleiff ◽  
Elizabeth Hahn ◽  
Caroline Dolive ◽  
Lillian James ◽  
Anant Mishra ◽  
...  
Keyword(s):  
Global Health ◽  
Health Professionals ◽  
Learning Opportunities ◽  
Evaluation Framework ◽  
Course Quality ◽  
Health Leadership ◽  
Wide Range ◽  
Meaningful Engagement ◽  
Online Activities ◽  
Competency Domains

Abstract Background The learning opportunities for global health professionals have expanded rapidly in recent years. The diverse array of learners and wide range in course quality underscore the need for an improved course vetting process to better match learners with appropriate learning opportunities. Methods We developed a framework to assess overall course quality by determining performance across four defined domains Relevance, Engagement, Access, and Pedagogy (REAP). We applied this framework across a learning catalogue developed for participants enrolled in the Sustaining Technical and Analytic Resources (STAR) project, a global health leadership training program. Results The STAR learning activities database included a total of 382 courses, workshops, and web-based resources which fulfilled 531 competencies across three levels: core, content, and skill. Relevance: The majority of activities were at an understanding or practicing level across all competency domains (486/531, 91.5%). Engagement: Many activities lacked any peer engagement (202/531, 38.0%) and had limited to no faculty engagement (260/531, 49.0%). Access: The plurality of courses across competencies were offered on demand (227/531, 42.7%) and were highly flexible in pace (240/531, 45.2%). Pedagogy: Of the activities that included an assessment, most matched activity learning objectives (217/531, 40.9%). Conclusions Through applying REAP to the STAR project learning catalogue, we found many online activities lacked meaningful engagement with faculty and peers. Further development of structured online activities providing learners with flexibility in access, a range of levels of advancement for content, and opportunities to engage and apply learning are needed for the field of global health.

The 15 Minute Case Conceptualization

2021 ◽  
Author(s):  
Len Sperry ◽  
Jonathan Sperry
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Premature Termination ◽  
Clinical Skills ◽  
Evidence Based ◽  
Case Conceptualization ◽  
Highly Effective ◽  
Case Conceptualizations ◽  
Overall Effectiveness

Once understood as useful but optional, case conceptualization is now considered essential and one of the most important of all clinical skills and competencies. As clinicians look for resources to assist in learning and mastering this competency, they must choose among different case conceptualization approaches. They would do well to give serious consideration to those that are both clinically effective and clinician friendly. A truly clinically effective approach explains and guides treatment, and most importantly, predicts challenges and obstacles that are likely to arise over the course of treatment. Most approaches emphasize the functions of explanation and guiding treatment, but seldom include third function which help anticipates likely challenges, which if not proactively addressed are likely to result in therapy interference or premature termination. This function is essential in determining the course and overall effectiveness of therapy. A truly clinician-friendly approach is one that is quick to use and easy to master, and very few approaches can make this claim. The 15 Minute Case Conceptualization is the only approach that is both highly effective and clinician friendly. Research confirms that such case conceptualizations can be completed in only 15 minutes. It is an evidence-based, step-by-step approach that therapists and other mental health professionals need and want.

Why Oral Medicine is an exemplary choice for specialty? A Comprehensive Review

2021 ◽  
Author(s):  
Shibani Sahni
Keyword(s):  
Clinical Skills ◽  
Systemic Disease ◽  
Specialty Training ◽  
Oral Medicine ◽  
New Techniques ◽  
Oral Manifestation ◽  
Complex Patients ◽  
Wide Range ◽  
Future Direction ◽  
Definition Of

The purpose of this article was to describe a narrative review of the literature for understanding the reasons behind Oral Medicine gaining popularity as a choice for post graduate specialty training. Oral Medicine is the intersection of medicine and dentistry, and the clinicians are responsible for the management of oral mucosal disease, salivary gland dysfunction and oral manifestation of systemic disease, and facial pain in the definition of oral medicine and hence having a wide range of responsibilities. Breadth of knowledge on medically complex patients for example, rheumatologic, cardiovascular, cancer, endocrine, immuno-deficiency patients is required, which makes it an extremely interesting specialty and enables the clinicians to provide interdisciplinary care to the patients. It is important for dental education to foster new techniques in learning and preparing the students for clinical skills prior to patient care. The scope of impact of Oral Medicine has increased over the years, leading to it gaining popularity amongst dentists to take it up as a specialty training. The future direction of the study will be to understand how to enhance the research, clinical practice, and education for Oral Medicine.

scholarly journals Health inequalities within professional health education at the University of Malta

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
C Copperstone ◽  
M Bonello
Keyword(s):  
Public Health ◽  
Health Professional ◽  
Health Inequalities ◽  
Health Professionals ◽  
Professional Training ◽  
Mesh Terms ◽  
Wide Range ◽  
Professional Health ◽  
The University ◽  
And Training

Abstract Background Addressing health inequalities is a crucial public health issue. It is thus imperative that health professionals are equipped with explicit competences to recognise and address health inequalities. Methods This is a multi-phase mixed-methods study exploring health inequalities and training within professional health curricula at the University of Malta. Phase One consists of a scoping study which explores whether and how health inequalities feature within the health professions' undergraduate curricula. This involved a systematic search of undergraduate health professional curricula, including competency profiles in each programme of study, using information available in the public domain. Academic year reviewed was 2019-2020. To ensure harmonisation, the two independent reviewers used the following search strategy: a) using a keyword descriptive approach (MeSH terms divided into two levels: direct, level one, and more general keywords, level two) and b) a more subjective approach to assess wider topic elements. Results Preliminary results emanating from mapping of 19 different programmes of study will be presented. A wide range of occurrences, from zero occurrences in some programmes to a maximum of one occurrence for level one and 12 for level two keywords in other programmes, was observed. Conclusions There is a wide disparity between the awareness of and training of inequalities across different professional training programmes. This provides the groundwork for Phase Two of this research during which public health stakeholders' attitudes and perceptions on health professional training and current practices will be explored. Findings from this study will provide the evidence and the impetus for possible interdisciplinary modules and/or continuous professional development programmes in health inequalities. Key messages The need for developing short courses/reviewing health curricula to incorporate health inequalities is encouraged. Public health professionals have a responsibility to address health inequalities in their professional practice.

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.

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