scholarly journals Chiropractic students’ experiences on the use of virtual radiography simulation: a pilot observational study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Madeleine Shanahan ◽  
Tom Molyneux ◽  
Dein Vindigni
Keyword(s):  
Teaching And Learning ◽  
Online Survey ◽  
Clinical Skills ◽  
Patient Positioning ◽  
Free Text ◽  
Radiographic Images ◽  
Problem Solving Skills ◽  
Educational Value ◽  
Complementary Resource ◽  
Chiropractic Students

Abstract Background Virtual radiography provides students with an opportunity to practise their clinical skills in patient positioning and evaluating radiographic images. The purpose of this pilot study was to introduce Projection VR™, a software radiography simulation program, into a student chiropractic program and evaluate its potential application as a teaching and learning tool. Methods Undergraduate chiropractic students, enrolled in a radiographic course (unit within the chiropractic program), were invited to attend a scheduled laboratory where they were introduced to, and undertook purposefully designed activities using the radiography simulation. At the end of this activity, students were asked to complete an online survey (see Virtual Radiography Survey) to describe their experiences of the educational value of the software program. Descriptive statistics were used to evaluate outcomes. Content analysis was performed for free-text comments provided by respondents with key themes provided by the predetermined quantitative categories of the questionnaire. Results Responses were received from 44 out of the 47 students who attended the scheduled laboratory (response rate 92%). Overall students were positive about this simulation identifying that it was easy to use (95%) and that they could control the equipment as needed (95%). The main reported benefits included students being enabled to repeat tasks until they were satisfied with the results (98%) and being able to quickly assess images and determine if changes needed to be made (98%). Participants reported improvement in their understanding of the effect of exposure factors on patient radiation dose (93%) as well as their technical image evaluation (84%) and problem-solving skills (80%). Conclusions The results of this study suggest that virtual radiography is a valuable complementary resource in providing chiropractic students with radiographic knowledge and skills.

scholarly journals Chiropractic student perspectives on the use of virtual radiography simulation: An observational study reporting on chiropractic students’ perception on the use of virtual radiography as a clinical learning tool

2020 ◽  
Author(s):  
Madeleine Shanahan ◽  
Tom Molyneux ◽  
Dein Vindigni
Keyword(s):  
Teaching And Learning ◽  
Online Survey ◽  
Clinical Skills ◽  
Patient Positioning ◽  
Learning Tool ◽  
Radiographic Images ◽  
Problem Solving Skills ◽  
Educational Value ◽  
Complementary Resource ◽  
Chiropractic Students

Abstract Background Virtual radiography provides students with an opportunity to practise their clinical skills in patient positioning and evaluating radiographic images. The purpose of this pilot study was to introduce Projection VR™, a software radiography simulation program, into a student chiropractic program and evaluate its potential application as a teaching and learning tool. Methods Undergraduate chiropractic students, enrolled in a radiographic course (unit within the chiropractic program), were invited to attend a scheduled laboratory where they were introduced to, and undertook purposefully designed activities using the radiography simulation. At the end of this activity, students were asked to complete an online survey to describe their perceptions of the educational value of the software program. Descriptive and inferential statistics were used to evaluate outcomes. Results Responses were received from 44 out of the 47 students who attended the scheduled laboratory (response rate 92%). Overall students were positive about this simulation identifying that it was easy to use (95%) and that they could control the equipment as needed (95%). The main reported benefits included students being enabled to repeat tasks until they were satisfied with the results (98%) and being able to quickly assess images and determine if changes needed to be made (98%). Participants reported improvement in their understanding of the effect of exposure factors on patient radiation dose (93%) as well as their technical image evaluation (84%) and problem-solving skills (80%). Conclusions The results of this study suggest that virtual radiography is a valuable complementary resource in providing chiropractic students with radiographic knowledge and skills.

scholarly journals Chiropractic Student Perspectives on The Use of Virtual Radiography Simulation An Observational Study Reporting on Chiropractic Students’ Perception on The Use of Virtual Radiography as A Clinical Learning Tool

2020 ◽  
Author(s):  
Madeleine Shanahan ◽  
Tom Molyneux ◽  
Dein Vindigni
Keyword(s):  
Teaching And Learning ◽  
Online Survey ◽  
Clinical Skills ◽  
Patient Positioning ◽  
Learning Tool ◽  
Radiographic Images ◽  
Problem Solving Skills ◽  
Educational Value ◽  
Complementary Resource ◽  
Chiropractic Students

Abstract Background Virtual radiography provides students with an opportunity to practise their clinical skills in patient positioning and evaluating radiographic images. The purpose of this pilot study was to introduce Projection VR™, a software radiography simulation program, into a student chiropractic program and evaluate its potential application as a teaching and learning tool. Methods Undergraduate chiropractic students, enrolled in a radiographic course (unit within the chiropractic program), were invited to attend a scheduled laboratory where they were introduced to, and undertook purposefully designed activities using the radiography simulation. At the end of this activity, students were asked to complete an online survey to describe their perceptions of the educational value of the software program. Descriptive and inferential statistics were used to evaluate outcomes.Results Responses were received from 44 out of the 47 students who attended the scheduled laboratory (response rate 92%). Overall students were positive about this simulation identifying that it was easy to use (95%) and that they could control the equipment as needed (95%). The main reported benefits included students being enabled to repeat tasks until they were satisfied with the results (98%) and being able to quickly assess images and determine if changes needed to be made (98%). Participants reported improvement in their understanding of the effect of exposure factors on patient radiation dose (93%) as well as their technical image evaluation (84%) and problem-solving skills (80%).Conclusions The results of this study suggest that virtual radiography is a valuable complementary resource in providing chiropractic students with radiographic knowledge and skills.

scholarly journals Assisting patients experiencing family violence: A survey of training levels, perceived knowledge, and confidence of clinical staff in a large metropolitan hospital

2020 ◽  
Vol 16 ◽  
pp. 174550652092605 ◽  
Author(s):  
Caroline A. Fisher ◽  
Nadine Rudkin ◽  
Toni D Withiel ◽  
Amanda May ◽  
Elizabeth Barson ◽  
...  
Keyword(s):  
Family Violence ◽  
Online Survey ◽  
Clinical Skills ◽  
Qualitative Content Analysis ◽  
Tertiary Hospital ◽  
Clinical Staff ◽  
Public Health Issue ◽  
Free Text ◽  
Perceived Knowledge ◽  
Metropolitan Hospital

Objectives: Family violence is a public health issue. It occurs in many forms, is most commonly directed at woman and children, and contributes significantly to death, disability, and illness. This study was conducted in the clinical staff in a large metropolitan hospital and aimed to determine levels of family violence training, self-perceived knowledge and confidence, specific clinical skills, and barriers to working effectively in the area. Methods: A short, targeted online survey was designed to capture the required information. Descriptive statistics were calculated, and free-text responses were analyzed using qualitative content analysis. Results: Survey responses were received from 534 staff (242 nurses, 225 allied health, 67 medical). Sixty-five percent had received some form of family violence training, mostly of short duration (1–3 h); 72% reported having little or no confidence working in the area, while 76% indicated that they had little or no knowledge in the area. Longer duration training was associated with an increase in knowledge and confidence ratings. Family violence screening rates and knowledge of several specific family violence clinical skills (how to appropriately ask clients about family violence and family violence risk factors) were also low. Thirty-four percent indicated that they did not know what to do, when a patient disclosed experiencing family violence. The most commonly indicated barriers to working effectively in this area were suspected perpetrators being present, perceived reluctance of patients/clients to disclose when asked, and time limitations. Conclusion: This research provides a useful snapshot of clinical staff perceptions of their family violence skill levels in a large metropolitan Australian tertiary hospital. It highlights the need for further in-depth training in clinical health professionals in family violence. The research will allow for family violence training to be tailored to the needs of the professional discipline and clinical area.

scholarly journals Needs Assessment for Incoming PGY-1 Residents in Neurosurgical Residency

2015 ◽  
Vol 42 (1) ◽  
pp. 17-24 ◽  
Author(s):  
David M. Brandman ◽  
Faizal A. Haji ◽  
Marie C. Matte ◽  
David B. Clarke
Keyword(s):  
Intracranial Pressure ◽  
Lumbar Puncture ◽  
Clinical Skills ◽  
External Ventricular Drain ◽  
Patient Positioning ◽  
Program Directors ◽  
Likert Scale ◽  
Free Text ◽  
Raised Intracranial Pressure ◽  
Diverse Range

AbstractBackground: Residents must develop a diverse range of skills in order to practice neurosurgery safely and effectively. The purpose of this study was to identify the foundational skills required for neurosurgical trainees as they transition from medical school to residency. Methods: Based on the CanMEDS competency framework, a web-based survey was distributed to all Canadian academic neurosurgical centers, targeting incoming and current PGY-1 neurosurgical residents as well as program directors. Using Likert scale and free-text responses, respondents rated the importance of various cognitive (e.g. management of raised intracranial pressure), technical (e.g. performing a lumbar puncture) and behavioral skills (e.g. obtaining informed consent) required for a PGY-1 neurosurgical resident. Results: Of 52 individuals contacted, 38 responses were received. Of these, 10 were from program directors (71%), 11 from current PGY-1 residents (58%) and 17 from incoming PGY-1 residents (89%). Respondents emphasized operative skills such as proper sterile technique and patient positioning; clinical skills such as lesion localization and interpreting neuro-imaging; management skills for common scenarios such as raised intracranial pressure and status epilepticus; and technical skills such as lumbar puncture and external ventricular drain placement. Free text answers were concordant with the Likert scale results. Discussion: We surveyed Canadian neurosurgical program directors and PGY-1 residents to identify areas perceived as foundational to neurosurgical residency education and training. This information is valuable for evaluating the appropriateness of a training program’s goals and objectives, as well as for generating a national educational curriculum for incoming PGY-1 residents.

The Clinician Directed Hierarchy: A Clinical Training Tool

2008 ◽  
Vol 11 (2) ◽  
pp. 56-60 ◽  
Author(s):  
Jill K. Duthie
Keyword(s):  
Clinical Supervision ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Settings ◽  
Specific Level ◽  
Problem Solving Skills ◽  
Training Tool ◽  
Target Behaviors ◽  
Intervention Process

Abstract Clinical supervisors in university based clinical settings are challenged by numerous tasks to promote the development of self-analysis and problem-solving skills of the clinical student (American Speech-Language-Hearing Association, ASHA, 1985). The Clinician Directed Hierarchy is a clinical training tool that assists the clinical teaching process by directing the student clinician’s focus to a specific level of intervention. At each of five levels of intervention, the clinician develops an understanding of the client’s speech/language target behaviors and matches clinical support accordingly. Additionally, principles and activities of generalization are highlighted for each intervention level. Preliminary findings suggest this is a useful training tool for university clinical settings. An essential goal of effective clinical supervision is the provision of support and guidance in the student clinician’s development of independent clinical skills (Larson, 2007). The student clinician is challenged with identifying client behaviors in the therapeutic process and learning to match his or her instructions, models, prompts, reinforcement, and use of stimuli appropriately according to the client’s needs. In addition, the student clinician must be aware of techniques in the intervention process that will promote generalization of new communication behaviors. Throughout the intervention process, clinicians are charged with identifying appropriate target behaviors, quantifying the progress of the client’s acquisition of the targets, and making adjustments within and between sessions as necessary. Central to the development of clinical skills is the feedback provided by the clinical supervisor (Brasseur, 1989; Moss, 2007). Particularly in the early stages of clinical skills development, the supervisor is challenged with addressing numerous aspects of clinical performance and awareness, while ensuring the client’s welfare (Moss). To address the management of clinician and client behaviors while developing an understanding of the clinical intervention process, the University of the Pacific has developed and begun to implement the Clinician Directed Hierarchy.

PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA

CCIT Journal ◽  
2014 ◽  
Vol 7 (3) ◽  
pp. 335-354
Author(s):  
Untung Rahardja ◽  
Muhamad Yusup ◽  
Ana Nurmaliana
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Online Survey ◽  
The Other ◽  
Learning Activities ◽  
Faculty Performance ◽  
Satisfaction Measurement ◽  
Valid Information

The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.

FACULTY DEVELOPMENT PROGRAMS: THE FREQUENCY AND VARIETY OF PROFESSIONAL DEVELOPMENT PROGRAMS AVAILABLE TO ONLINE INSTRUCTORS

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Jennifer Heather Herman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Faculty Development ◽  
Online Instruction ◽  
Teaching And Learning ◽  
Online Survey ◽  
Development Programs ◽  
Online Instructors ◽  
Learning Development ◽  
Printed Materials

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts.

Quantifying empathy levels among UK undergraduate medical students: an online survey

2020 ◽  
Vol 70 (suppl 1) ◽  
pp. bjgp20X711293
Author(s):  
Sarah Garnett ◽  
Hajira Dambha-Miller ◽  
Beth Stuart
Keyword(s):  
Medical Students ◽  
Health Outcomes ◽  
Medical School ◽  
Curriculum Design ◽  
Online Survey ◽  
Mental Wellbeing ◽  
Reactivity Index ◽  
Free Text ◽  
Undergraduate Medical Students ◽  
Cross Sectional

BackgroundEmpathy is a key health care concept and refers to care that incorporates understanding of patient perspective’s, shared decision making, and consideration of the broader context in which illness is experience. Evidence suggests experiences of doctor empathy correlate with improved health outcomes and patient satisfaction. It has also been linked to job satisfaction, and mental wellbeing for doctors. To date, there is a paucity of evidence on empathy levels among medical students. This is critical to understand given that it is a key point at which perceptions and practices of empathy in the longer term might be formed.AimTo quantify the level of empathy among UK undergraduate medical studentsMethodAn anonymised cross-sectional online survey was distributed to medical students across three universities. The previously validated Davis’s Interpersonal Reactivity Index was used to quantify empathy. The survey also collected information on age, sex, ethnicity, year of medical school training and included a free-text box for ‘any other comments’.ResultsData analysis is currently underway with high response rates. Mean empathy scores by age, sex, year of study and ethnic group are presented. A correlation analysis will examine associations between age and year of study, and mean empathy sores.ConclusionThese data will help to provide a better understanding of empathy levels to inform the provision of future empathy training and medical school curriculum design. Given previous evidence linking experiences of empathy to better health outcomes, the findings may also be significant to future patient care

scholarly journals Are public health measures and individualised care compatible in the face of a pandemic? A national observational study of bereaved relatives’ experiences during the COVID-19 pandemic

2021 ◽  
pp. 026921632110198
Author(s):  
Catriona R Mayland ◽  
Rosemary Hughes ◽  
Steven Lane ◽  
Tamsin McGlinchey ◽  
Warren Donnellan ◽  
...  
Keyword(s):  
Public Health ◽  
Family Support ◽  
Online Survey ◽  
Free Text ◽  
Professional Networks ◽  
Dying Patients ◽  
The Face ◽  
Individualised Care ◽  
The Impact ◽  
Informative Communication

Background: COVID-19 public health restrictions have affected end-of-life care experiences for dying patients and their families. Aim: To explore bereaved relatives’ experiences of quality of care and family support provided during the last days of life; to identify the impact of factors associated with perceived support. Design: A national, observational, open online survey was developed and disseminated via social media, public fora and professional networks (June–September 2020). Validated instruments and purposively designed questions assessed experiences. Analysis used descriptive statistics, logistic regression and thematic analysis of free-text responses. Participants: Individuals (⩾18 years) who had experienced the death of a relative/friend (all care settings) within the United Kingdome during the COVID-19 pandemic. Results: Respondents ( n = 278, mean 53.4 years) tended to be female ( n = 216, 78%); over half were ‘son/daughter’ (174, 62.6%) to the deceased. Deceased individuals (mean 81.6 years) most frequently died in their ‘usual place of care’ ( n = 192, 69.3%). Analysis established five conceptual themes affecting individualised care: (1) public health restrictions compounding the distress of ‘not knowing’; (2) disparate views about support from doctors and nurses; (3) challenges in communication and level of preparedness for the death; (4) delivery of compassionate care; (5) emotional needs and potential impact on grief. Male respondents (OR 2.9, p = 0.03) and those able to visit (OR 2.2, p = 0.04) were independently associated with good perceptions of family support. Conclusion: Despite public health restrictions, individualised care can be enabled by proactive, informative communication; recognising dying in a timely manner and facilitating the ability to be present before death.

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