scholarly journals Evaluation of a pilot immunization curriculum to meet competency training needs of medical residents

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Rebecca A. Shalansky ◽  
Margaret Wu ◽  
Shixin Cindy Shen ◽  
Colin Furness ◽  
Shaun K. Morris ◽  
...  
Keyword(s):  
Cost Effective ◽  
Medical Intervention ◽  
Medical Residents ◽  
University Of Toronto ◽  
Competency Training ◽  
Knowledge Questionnaire ◽  
Before And After ◽  
Case Based Learning ◽  
The University ◽  
Case Based

Abstract Background Vaccination is the most cost-effective medical intervention known to prevent morbidity and mortality. However, data are limited on the effectiveness of residency programs in delivering immunization knowledge and skills to trainees. The authors sought to describe the immunization competency needs of medical residents at the University of Toronto (UT), and to develop and evaluate a pilot immunization curriculum. Methods Residents at the University of Toronto across nine specialties were recruited to attend a pilot immunization workshop in November 2018. Participants completed a questionnaire before and after the workshop to assess immunization knowledge and compare baseline change. Feedback was also surveyed on the workshop content and process. Descriptive statistics were performed on the knowledge questionnaire and feedback survey. A paired sample T-test compared questionnaire answers before and after the workshop. Descriptive coding was used to identify themes from the feedback survey. Results Twenty residents from at least six residencies completed the pre-workshop knowledge questionnaire, seventeen attended the workshop, and thirteen completed the post-workshop questionnaire. Ninety-five percent (19/20) strongly agreed that vaccine knowledge was important to their career, and they preferred case-based teaching. The proportion of the thirty-four knowledge questions answered correctly increased from 49% before the workshop to 67% afterwards, with a mean of 2.24 (CI: 1.43, 3.04) more correct answers (P < 0.001). Sixteen residents completed the post-workshop feedback survey. Three themes emerged: first, they found the content specific and practical; second, they wanted more case-based learning and for the workshop to be longer; and third, they felt the content and presenters were of high quality. Conclusions Findings from this study suggest current immunization training of UT residents does not meet their training competency requirements. The study’s workshop improved participants’ immunization knowledge. The information from this study could be used to develop residency immunization curriculum at UT and beyond.

scholarly journals Application and practice of a step-by-step method combined with case-based learning in Chinese otoendoscopy education

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Fanqin Wei ◽  
Qiyang Sun ◽  
Zili Qin ◽  
Huiwen Zhuang ◽  
Guangli Jiang ◽  
...  
Keyword(s):  
Learning Experience ◽  
Step Method ◽  
Innovative Methods ◽  
Before And After ◽  
Case Based Learning ◽  
Group A ◽  
Clinical Thinking ◽  
Group B ◽  
Learning Interest ◽  
Case Based

Abstract Background Standardized training allows more physicians to master otoendoscopic surgery. However, the lecture-based learning (LBL) applied in otoendoscopy teaching may not be conducive to training students in clinical thinking and surgical ability. It is necessary to explore innovative methods for otoendoscopy teaching. This study aimed to determine the effect of a step-by-step (SBS) method combined with case-based learning (CBL) in otoendoscopy teaching. Methods Fifty-nine physicians who participated in otoendoscopy training were selected as the study subjects and randomly divided into two groups (A and B). Group A underwent training with the SBS & CBL method, while Group B underwent training with the LBL & CBL method. The effects of these two methods for otoendoscopy training were compared by evaluation of professional skills and questionnaires before and after the training. Results Proficiency in otoendoscopic anatomy and grades for both professional knowledge and otoendoscopic skills were significantly higher in Group A than in Group B(P < 0.05). In terms of learning interest, surgical ability, acting capacity during surgery, reducing surgical complications, and satisfaction with learning experience, all responses from Group A were better than those from Group B(P < 0.05). Conclusions The SBS & CBL method may help to improve ability in otoendoscopic surgery and clinical thinking and appears suitable for endoscopy teaching.

Multidisciplinary Group Case-Based Learning Environment

2018 ◽  
pp. 262-277
Author(s):  
Despo Ktoridou ◽  
Epaminondas Epaminonda ◽  
Achilleas Karayiannis
Keyword(s):  
Teaching And Learning ◽  
Core Element ◽  
Innovation And Technology ◽  
Case Based Learning ◽  
Market Opportunities ◽  
New Type ◽  
Multidisciplinary Group ◽  
The University ◽  
The Impact ◽  
Case Based

Technological, economic, and social developments represent dynamic changes for businesses across industries, creating opportunities for young entrepreneurs to build profitable companies. A key consideration relates to the need to recognize market opportunities and understand when and how to capitalize on them, whether starting a new type of business or growing on existing ideas; entrepreneurial thinking is a central attribute in cultivating an answer to this consideration. This chapter examines the impact of case-based learning introduced in a multidisciplinary undergraduate course, “Management of Innovation and Technology,” at the University of Nicosia. A core element in this process are the students' and lecturers' experiences, benefits, and challenges of cultivating entrepreneurial thinking. The findings can be useful for academics teaching entrepreneurship-related topics and seeking ways to incorporate innovative approaches in their teaching and learning processes in order to motivate students towards the development of entrepreneurial thinking in their professional engagements.

scholarly journals Proof of Concept: Game-Based Mobile Learning—The First Experience With the App Actionbound as Case-Based Geocaching in Education of Veterinary Neurology

2021 ◽  
Vol 8 ◽  
Author(s):  
Jasmin Nessler ◽  
Elisabeth Schaper ◽  
Andrea Tipold
Keyword(s):  
Undergraduate Students ◽  
Rating Scale ◽  
University Campus ◽  
Veterinary Education ◽  
Problem Solving Skills ◽  
Case Based Learning ◽  
The University ◽  
Real Patients ◽  
Case Based

Case-based learning is a valuable tool to impart various problem-solving skills in veterinary education and stimulate active learning. Students can solve imaginary cases without the need for contact with real patients. Case-based teaching can be well performed as asynchronous remote-online class. In time of the COVID-19-pandemic, many courses in veterinary education are provided online. Therefore, students report certain fatigue when it comes to desk-based online learning. The app “Actionbound” provides a platform to design digitally interactive scavenger hunts based on global positioning system (GPS)—called “bounds” —in which the teacher can create a case study with an authentic patient via narrative elements. This app was designed for multimedia-guided museum or city tours initially. The app offers the opportunity to send the students to different geographic localizations for example in a park or locations on the University campus, like geocaching. In this way, students can walk outdoors while solving the case study. The present article describes the first experience with Actionbound as a tool for mobile game-based and case-orientated learning in veterinary education. Three veterinary neurology cases were designed as bounds for undergraduate students. In the summer term 2020, 42 students from the second to the fourth year of the University of Veterinary Medicine Hannover worked on these three cases, which were solved 88 times in total: Cases 1 and 2 were each played 30 times, and case 3 was played 28 times. Forty-seven bounds were solved from students walking through the forest with GPS, and 41 were managed indoors. After each bound, students evaluated the app and the course via a 6-point numerical Likert rating scale (1 = excellent to 6 = unsatisfactory). Students playing the bounds outdoors performed significantly better than students solving the corresponding bound at home in two of the three cases (p = 0.01). The large majority of the students rated the course as excellent to good (median 1.35, range 1–4) and would recommend the course to friends (median 1.26, range 1–3). Summarizing, in teaching veterinary neurology Actionbound's game-based character in the context of outdoor activity motivates students, might improve learning, and is highly suitable for case-based learning.

scholarly journals Are Branched Narratives and Virtual Patient Models Acceptable Means of Reforming Case-based Learning?

2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Alexander Whelan
Keyword(s):  
Physical Examination ◽  
Online Teaching ◽  
Clinical Skills ◽  
Epigastric Pain ◽  
Management Plan ◽  
Case Based Learning ◽  
The University ◽  
Teaching Modules ◽  
Case Based

Case-Based Learning (CBL) has become a major component of medical curricula and is featured prominently at the University of Ottawa. In this article, CBL is defined as a pedagogical method that uses fictional cases to reinforce important clinical skills [1]. Cases are organized into written sections pertaining to the patient’s chief complaint, a history and physical examination, laboratory and diagnostic investigations, as well as management and follow-up plans [1]. These cases are delivered through selfdirected online teaching modules or through group-oriented discussions. With either method, learners are expected to identify salient points from a given section, in order to anticipate the next steps in the management plan [1]. For example, if the history section describes a patient suffering from epigastric pain, students are encouraged to identify potential pain sources and use this knowledge to recognize the components that should be included in their approach to the physical examination. The ability to synthesize information to direct decision-making is a necessary competency of medicine supported by CBL [1-2]...

scholarly journals Postgraduate Interprofessional Case-Based Learning in Childhood Cancer: A Feasibility Study

Cancers ◽  
2021 ◽  
Vol 13 (17) ◽  
pp. 4314
Author(s):  
Martha Krogh Topperzer ◽  
Marianne Hoffmann ◽  
Hanne Bækgaard Larsen ◽  
Susanne Rosthøj ◽  
Martin Kaj Fridh ◽  
...  
Keyword(s):  
Childhood Cancer ◽  
Feasibility Study ◽  
University Hospital ◽  
Learning Session ◽  
Post Intervention ◽  
Team Collaboration ◽  
Safety Attitudes ◽  
Before And After ◽  
Case Based Learning ◽  
Case Based

This paper presents a feasibility study assessing the acceptability, demand, implementation, and practicality of postgraduate interprofessional case-based learning in childhood cancer at Copenhagen University Hospital—Rigshospitalet. Healthcare professionals included nurses, doctors, social workers, physiotherapists, occupational therapists, pharmacists, pharmacologists, dieticians, nursing assistants, and professionals with a supportive function (teachers, secretaries, priests, and daycare workers). All participated in a postgraduate interprofessional case-based learning session. Feasibility was assessed using Bowen’s focus areas of acceptability, demand, implementation, and practicality. Before and after the intervention session, three measurement tools were used 2–3 weeks before participation and 3–4 weeks after participation to collect data: Assessment of Interprofessional Team Collaboration Scale, Readiness for Interprofessional Learning Scale, and Safety Attitudes Questionnaire. Representing 13 occupational groups, 49 participants completed the case-based learning sessions, indicating acceptability and practicality. The pre- and post-intervention questionnaires were completed by 79% of the participants, 88% of whom rated the professional content as good or very good. A change over time was detected on all three scales measuring mean difference post-intervention scores. The outcome measures can be used to assess the effect of the intervention. Postgraduate interprofessional case-based learning in childhood cancer is feasible in terms of acceptability, demand, implementation, and practicality. Implementation requires leadership commitment at all levels.

scholarly journals Cost-Efficient Medical Education: An Innovative Approach to Creating Educational Products

2019 ◽  
Vol 11 (6) ◽  
pp. 713-716 ◽  
Author(s):  
Eric Kaplovitch ◽  
Mirek Otremba ◽  
Matthew Morgan ◽  
Luke A. Devine
Keyword(s):  
Lumbar Puncture ◽  
Medical Training ◽  
Cost Effective ◽  
Instructional Program ◽  
Just In Time ◽  
University Of Toronto ◽  
Procedural Instruction ◽  
E Learning ◽  
Cost Efficient ◽  
The University

ABSTRACT Background Cost is a barrier to creating educational resources, and new educational initiatives are often limited in distribution. Medical training programs must develop strategies to create and implement cost-effective educational programming. Objective We developed high-quality medical programming in procedural instruction with efficient economics, reaching the most trainees at the lowest cost. Methods The Just-In-Time online procedural program was developed at the University of Toronto in Canada, aiming to teach thoracentesis, paracentesis, and lumbar puncture skills to internal medicine trainees. Commercial vendors quoted between CAD $50,000 and $100,000 to create 3 comprehensive e-learning procedural modules—a cost that was prohibitive. Modules were therefore developed internally, utilizing 4 principles aimed at decreasing costs while creating efficiencies: targeting talent, finding value abroad, open source expansion, and extrapolating efficiency. Results Procedural modules for thoracentesis, paracentesis, and lumbar puncture were created for a total cost of CAD $1,200, less than 3% of the anticipated cost in utilizing traditional commercial vendors. From November 2016 until October 2018, 1800 online instructional sessions have occurred, with over 3600 pageviews of content utilized. While half of the instructional sessions occurred within the city of Toronto, utilization was documented in 10 other cities across Canada. Conclusions The Just-in-Time online instructional program successfully created 3 procedural modules at a fraction of the anticipated cost and appeared acceptable to residents based on website utilization.

scholarly journals Training in management of arrhythmias for medical residents: a case-based learning strategy

2016 ◽  
Vol 7 ◽  
pp. 322-323 ◽  
Author(s):  
Daniel Rodriguez Muñoz ◽  
Gonzalo Alonso Salinas ◽  
Eduardo Franco Diez ◽  
Javier Moreno ◽  
Roberto Matía Francés ◽  
...  
Keyword(s):  
Learning Strategy ◽  
Medical Residents ◽  
Case Based Learning ◽  
Case Based

Bernard Lonergan

2019 ◽  
Author(s):  
Patrick Byrne
Keyword(s):  
Natural World ◽  
Human Condition ◽  
Theory Of Knowledge ◽  
Bernard Lonergan ◽  
John Henry Newman ◽  
Catholic Theology ◽  
University Of Toronto ◽  
Before And After ◽  
The University ◽  
Scholastic Philosophy

As with many thinkers of his generation, the Canadian philosopher and theologian Bernard Joseph Francis Xavier Lonergan, SJ (b. 1904–d. 1984), sought to overcome the limitations of the traditions of thought that he inherited. Although a Catholic theologian by profession, he found it necessary to also think through major issues posed by modern philosophy, science, modern mathematics, the historical condition of humanity, economics, ethics, art, and education. He became best known for his theory of knowledge in the decades immediately following the publication of his masterwork, Insight: A Study of Human Understanding (1957). However, the discovery of his numerous unpublished writings following his death in 1984 required a major rethinking of his project. In light of those discoveries, his work on the theory of knowledge has come to be understood as one contribution to his broader effort to find an adequate way to think about and respond authentically to the human condition as historical. As he once put it, “All my work has been introducing history into Catholic theology.” He was dissatisfied with the static metaphysical context of the scholastic philosophy he was taught as a young man, as well as with the historicism that was adopted by many thinkers of the 19th and early 20th centuries. He refined his ideas in numerous unpublished essays, written both before and after the publication of Insight, that addressed the questions of historical process, knowledge, method, and responsibility. He has long been mistakenly categorized as a “transcendental Thomist,” and therefore rejected as a subjectivist and antirealist by many Thomist authors and teachers. It is certainly true that Lonergan was deeply indebted to the thought of Thomas Aquinas, but his studies found in Aquinas a theory of knowledge and a kind of realism that was, and still is, at odds with other prevailing Thomist interpretations. Prior to his two studies of Aquinas, he was already deeply influenced by his readings of Plato, John Henry Newman, Hegel, and Marx. These thinkers prepared him to find in Aquinas ideas that earlier scholars had overlooked—ideas that he would develop into his own unique treatments of knowledge, science, the natural world, history, truth, goodness, and God. He taught at the University of Toronto (Regis College), the Gregorian University (Rome), Harvard University, and Boston College.

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