scholarly journals Development and evaluation of a spiral model of assessing EBM competency using OSCEs in undergraduate medical education

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
B. Kumaravel ◽  
C. Stewart ◽  
D. Ilic
Keyword(s):  
Medical Students ◽  
Assessment Tool ◽  
Evidence Based Practice ◽  
High Reliability ◽  
Core Competencies ◽  
Test Theory ◽  
Assessment Tools ◽  
Evidence Based ◽  
High Stakes ◽  
Spiral Model

Abstract Background Medical students often struggle to understand the relevance of Evidence Based Medicine (EBM) to their clinical practice, yet it is a competence that all students must develop prior to graduation. Objective structured clinical examinations (OSCEs) are a valued assessment tool to assess critical components of EBM competency, particularly different levels of mastery as they progress through the course. This study developed and evaluated EBM based OSCE stations with an aim to establish a spiral approach for EBM OSCE stations for undergraduate medical students. Methods OSCE stations were developed with increasingly complex EBM tasks. OSCE stations were classified according to the classification rubric for EBP assessment tools (CREATE) framework and mapped against the recently published core competencies for evidence-based practice (EBP). Performance data evaluation was undertaken using Classical Test Theory analysing mean scores, pass rates, and station item total correlation (ITC) using SPSS. Results Six EBM based OSCE stations assessing various stages of EBM were created for use in high stakes summative OSCEs for different year groups across the undergraduate medical degree. All OSCE stations, except for one, had excellent correlation coefficients and hence a high reliability, ranging from 0.21–0.49. The domain mean score ranged from 13.33 to 16.83 out of 20. High reliability was demonstrated for the each of the summative OSCE circuits (Cronbach’s alpha = 0.67–0.85). In the CREATE framework these stations assessed knowledge, skills, and behaviour of medical students in asking, searching, appraising, and integrating evidence in practice. The OSCE stations were useful in assessing six core evidence-based practice competencies, which are meant to be practiced with exercises. A spiral model of OSCEs of increasing complexity was proposed to assess EBM competency as students progressed through the MBChB course. Conclusions The use of the OSCEs is a feasible method of authentically assessing leaner EBM performance and behaviour in a high stakes assessment setting. Use of valid and reliable EBM-based OSCE stations provide evidence for continued development of a hierarchy of assessing scaffolded learning and mastery of EBM competency. Further work is needed to assess their predictive validity.

scholarly journals Older and Wiser? The Need to Reexamine the Impact of Health Professionals Age and Experience on Competency-Based Practices

2021 ◽  
Vol 7 ◽  
pp. 237796082110290
Author(s):  
Jing Xu ◽  
Kristen Hicks-Roof ◽  
Chloe E. Bailey ◽  
Hanadi Y. Hamadi
Keyword(s):  
Health Professionals ◽  
Online Survey ◽  
Evidence Based Practice ◽  
Core Competencies ◽  
Healthcare Services ◽  
Interdisciplinary Teams ◽  
Evidence Based ◽  
Health Providers ◽  
Cross Sectional ◽  
The Impact

Introduction Delivery of healthcare services makes up a complex system and it requires providers to be competent and to be able to integrate each of the institute of medicine’s (IOM) 5 core competencies into practice. However, healthcare providers are challenged with the task to be able to understand and apply the IOM core competencies into practice. Objective The purpose of the study was to examine the factors that influence health professional’s likelihood of accomplishing the IOM core competencies. Methods A cross-sectional study design was used to administer a validated online survey to health providers. This survey was distributed to physicians, nursing professionals, specialists, and allied healthcare professionals. The final sample included 3,940 participants who completed the survey. Results The study findings show that younger health professionals more consistently practice daily competencies than their older counterparts, especially in the use of evidence-based practice, informatics, and working in interdisciplinary teams. Less experienced health professionals more consistently applied quality improvement methods but less consistently used evidence-based practice compared to their more experienced counterparts. Conclusion There is a need to understand how health professionals’ age and experience impact their engagement with IOM’s core competencies. This study highlights the need for educational resources on the competencies to be tailored to health providers’ age and experience.

Psychometric Testing of the Health Care Evidence-Based Practice Assessment Tool

2015 ◽  
Vol 23 (3) ◽  
pp. 485-498
Author(s):  
Martha R. Sleutel ◽  
Celestina Barbosa-Leiker ◽  
Marian Wilson
Keyword(s):  
Health Care ◽  
Content Validity ◽  
Assessment Tool ◽  
Evidence Based Practice ◽  
Factor Model ◽  
Psychometric Testing ◽  
Evidence Based ◽  
Validity And Reliability ◽  
Health Care Outcomes ◽  
Optimal Health

Background and Purpose: Evidence-based practice (EBP) is essential to optimal health care outcomes. Interventions to improve use of evidence depend on accurate assessments from reliable, valid, and user-friendly tools. This study reports psychometric analyses from a modified version of a widely used EBP questionnaire, the information literacy for nursing practice (ILNP). Methods: After content validity assessments by nurse researchers, a convenience sam ple of 2,439 nurses completed the revised 23-item questionnaire. We examined internal consistency and used factor analyses to assess the factor structure. Results: A modified 4-factor model demonstrated adequate fit to the data. Cronbach’s alpha was .80–.92 for the subscales. Conclusions: The shortened ILNP (renamed Healthcare EBP Assessment Tool or HEAT) demonstrated adequate content validity, construct validity, and reliability.

Procedural Adaptations for Use of Constant Time Delay to Teach Highly Motivating Words to Beginning Braille Readers

2017 ◽  
Vol 111 (1) ◽  
pp. 33-48
Author(s):  
Sarah E. Ivy ◽  
Jennifer A. Guerra ◽  
Deborah D. Hatton
Keyword(s):  
Time Delay ◽  
Word Reading ◽  
Assessment Tool ◽  
Evidence Based Practice ◽  
Functional Relation ◽  
Constant Time Delay ◽  
Constant Time ◽  
Evidence Based ◽  
Baseline Design ◽  
Braille Literacy

Introduction Constant time delay is an evidence-based practice to teach sight word recognition to students with a variety of disabilities. To date, two studies have documented its effectiveness for teaching braille. Methods Using a multiple-baseline design, we evaluated the effectiveness of constant time delay to teach highly motivating words to three beginning braille readers with developmental disabilities. Procedural variations included a pre-teaching and assessment tool, a higher criterion for mastery, an increased number of trials per session, and remediated instructional feedback. Results A functional relation was established for all three participants. Students reached mastery in four to 12 sessions in less than one hour of instruction. Although the number of correct responses decreased over time, long-term maintenance was demonstrated. Discussion Results suggest that constant time delay is a promising strategy for teaching highly motivating words to early braille readers. Replication is required to establish constant time delay as an evidence-based practice for braille literacy. Implications for practitioners Practitioners are encouraged to incorporate constant time delay into a comprehensive literacy program with opportunities to generalize word reading to other contexts.

scholarly journals Building a foundation for utilizing evidence based practice in conjunction with research in baccalaureate nursing program

2020 ◽  
Vol 10 (10) ◽  
pp. 1
Author(s):  
Young-Shin Lee ◽  
Carmen Galang ◽  
Janet E. Hughen
Keyword(s):  
Older Adults ◽  
Nursing Students ◽  
Community Health ◽  
Fall Prevention ◽  
Evidence Based Practice ◽  
Assessment Tools ◽  
Evidence Based ◽  
Timed Up And Go ◽  
Screening Process ◽  
Health Fair

Less is known about the undergraduate nursing students’ ability to conduct beginning research. This study aims to explore and describe nursing students' experiences in planning and implementation of community health fairs; and utilizing evidence based practice integrated with research as a learning outcome. The study using a quantitative and descriptive design was conducted by senior nursing students during diverse community health events as a part of Gerontological nursing clinical. The students utilized three fall assessment tools: Balance and Gait test, Timed Up and Go test, and 10-year Fracture Risk Calculation. A total of 74 students participated in seven community health fair events focused on Fall Prevention. This health fair event was in conjunction with the National Fall Prevention Awareness week. A total of 201 older adults were served during the event by nursing students who provided screening process and related health education. Data were gathered and a group of students volunteered to complete the research process. The students participated in oral presentation in the Annual University Research Student Symposium and had poster presentation in the professional academic conference. Early systematic organized planning of the clinical experience gives students opportunity to integrate evidence based practice into research. Application of varied evidence based assessment tools focused on older adults enables students to understand the health issue in depth and the need for additional services. Health fair experiences improve students’ communication and education skills, reality of health issues of the target population in a community, and evidence based research.

scholarly journals Evidence based practice: knowledge, attitude and practice among undergraduate and postgraduate medical students of a medical college in North Karnataka, India

2018 ◽  
Vol 5 (6) ◽  
pp. 2411 ◽  
Author(s):  
Manjula R. ◽  
Anjani Kumar Srivastava ◽  
Ashok S. Dorle
Keyword(s):  
Medical Students ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical College ◽  
Attitude And Practice ◽  
Knowledge Attitude And Practice

Background: Evidence based practice (EBP) is based on the integration of the best research evidence with clinical expertise to facilitate clinical decision making. Those patients who receive evidence-based therapies have better outcomes than those who do not.Evidence-based medicine is becoming a specialty in its own right, and it's an area that medical students should pay close attention to when determining their path. The objective of the study was to assess the knowledge, attitude and practice regarding evidence based practice among the undergraduate and postgraduate students of a medical college in North Karnataka.Methods: After obtaining ethical clearance from institutional ethical committee, this cross-sectional study was conducted in a Medical College in North Karnataka from November 2016–January 2017. All the interns and postgraduates studying in the College were included in the study. After obtaining informed consent, data was collected through pre-designed semi-structured questionnaire. Data was compiled and tabulated by using MS Excel and was analyzed.Results: Overall, majority of the participants hold positive attitudes toward EBP but lack sufficient knowledge and skills for implementation. The main barriers to implement EBP are insufficient time to read scientific research articles and the cost to its access.Conclusions: More focus should be given to EBP from the medical school itself, either through continuing medical education or various workshops, it can even be included in the curriculum so that all the undergraduate medical students can be sensitized to it from a very initial stage.

scholarly journals VIOLENCE RISK ASSESSMENT IN PSYCHIATRY - LITERATURE REVIEW AND PRACTICE COMPARISON BETWEEN LATVIA AND GERMANY

2021 ◽  
Vol 4 ◽  
pp. 357-367
Author(s):  
Karina Konstantinova ◽  
Alina Kuznecova
Keyword(s):  
Risk Assessment ◽  
Community Violence ◽  
Clinical Assessment ◽  
Assessment Tool ◽  
Legal Framework ◽  
Assessment Tools ◽  
Evidence Based ◽  
Violence Risk ◽  
Mentally Disordered Offenders ◽  
Violence Risk Assessment

Evidence-based future community violence risk assessment is a crucial issue in psychiatry. It is a cornerstone of safeguarding the rights of persons with mental health issues. Authors aimed to analyse the modern methods of risk assessment in psychiatry and the current practice and legal framework. Authors undertook a scoped review of the literature with search terms related to future community violence risk prediction for mentally disordered offenders in Latvian, English, German, and Russian languages. Main difficulties in future community violence risk assessment are demonstrated via Latvia’s court decisions analysis. Marked differences were identified: there are no standardized methods available/registered in Latvia, therefore risks assessment is performed via clinical assessment only. In Germany, the risk assessment is performed via structured evidence – based risk assessment tools and clinical assessment; nevertheless, the choice of the assessment tool remains challenging.  

scholarly journals Interprofessional Evidence-Based Practice Education: Impact on Organizational Culture in Healthcare Settings

10.33496/003 ◽  
2019 ◽  
pp. 12-23
Keyword(s):  
Health Care ◽  
Interprofessional Education ◽  
Evidence Based Practice ◽  
High Reliability ◽  
Clinical Care ◽  
Evidence Based ◽  
Culture Of Safety ◽  
Healthcare Settings ◽  
Safety Research

A key strategy for improving the quality of health care is through the widespread implementation of evidence-based practice (EBP). Most importantly, EBP helps organizations achieve high reliability and a culture of safety. Research shows that EBP reduces morbidity, mortality, medical errors, and geographic variation in health care. This paper describes an interprofessional education intervention to transform clinical care and institutionalize EBP in one medical facility. Through the adoption of an intensive EBP training platform and the rapid implementation of EBP solutions to address traditional challenges, the organization is effectively accelerating its efforts to move from a health care system to a highly reliable system of health.

scholarly journals Patient Simulation: A Literary Synthesis of Assessment Tools in Anesthesiology

2009 ◽  
Vol 6 ◽  
pp. 3 ◽  
Author(s):  
Alice A. Edler ◽  
Ruth G. Fanning ◽  
Michael. I. Chen ◽  
Rebecca Claure ◽  
Dondee Almazan ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Generalizability Theory ◽  
Patient Simulation ◽  
Reliability And Validity ◽  
Test Construction ◽  
Test Theory ◽  
Assessment Tools ◽  
Rater Training ◽  
Test Items ◽  
Construction Methods

High-fidelity patient simulation (HFPS) has been hypothesized as a modality for assessing competency of knowledge and skill in patient simulation, but uniform methods for HFPS performance assessment (PA) have not yet been completely achieved. Anesthesiology as a field founded the HFPS discipline and also leads in its PA. This project reviews the types, quality, and designated purpose of HFPS PA tools in anesthesiology. We used the systematic review method and systematically reviewed anesthesiology literature referenced in PubMed to assess the quality and reliability of available PA tools in HFPS. Of 412 articles identified, 50 met our inclusion criteria. Seventy seven percent of studies have been published since 2000; more recent studies demonstrated higher quality. Investigators reported a variety of test construction and validation methods. The most commonly reported test construction methods included ?占퐉odified Delphi Techniques??for item selection, reliability measurement using inter-rater agreement, and intra-class correlations between test items or subtests. Modern test theory, in particular generalizability theory, was used in nine (18%) of studies. Test score validity has been addressed in multiple investigations and shown a significant improvement in reporting accuracy. However the assessment of predicative has been low across the majority of studies. Usability and practicality of testing occasions and tools was only anecdotally reported. To more completely comply with the gold standards for PA design, both shared experience of experts and recognition of test construction standards, including reliability and validity measurements, instrument piloting, rater training, and explicit identification of the purpose and proposed use of the assessment tool, are required.

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