scholarly journals Evaluating virtual role play based learning to improve the confidence and competence of Junior Doctors undertaking on call shifts in inpatient Psychiatry

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S137-S137
Author(s):  
Katherine Gardner
Keyword(s):  
Ordinal Data ◽  
Clinical Skills ◽  
Role Play ◽  
Perceived Competence ◽  
Junior Doctors ◽  
Inpatient Psychiatry ◽  
Psychiatric Emergencies ◽  
Face To Face ◽  
Acute Psychiatry ◽  
Qualitative Feedback

AimsTo enable junior doctors to practice their clinical skills in managing psychiatric emergencies via virtual role plays, and to gain confidence and competence in their skills in acute psychiatry. Lecture based learning about psychiatric emergencies is a part of the induction programme for all junior doctors starting their placements however practical learning and practice of skills in this area is not. The COVID-19 pandemic has further exacerbated this issue by providing an additional challenge to the delivery of face to face teaching for junior doctors both in clinical and educational settings.MethodThe author offered a virtual role play based teaching session to two cohorts of Junior Doctors (GP trainees and foundation trainees) who were starting their psychiatric hospital placements at Surrey and Borders Partnership. The virtual sessions were conducted over Microsoft teams. This session had been run once before as face to face teaching (F2F) in January 2019 (N = 9) prior to the COVID-19 pandemic. Data from this session were compared to data obtained from the virtual sessions in November 2020 and January 2021 (N = 16).Pre and post study questionnaires were administered via Microsoft Forms. Each session lasted 1 hour and consisted of 3 different role play scenarios based around acute psychiatric emergencies. One junior doctor volunteer acted as the ‘patient’ in each scenario and another volunteer as the ‘doctor’. The other participants all acted as observers. Each scenario lasted 10 minutes with ten minutes for feedback from the researcher afterwards using the ALOBA framework.Categorical, ordinal data were collected using a Likert scale and general qualitative feedback was also gathered.ResultThe questionnaire return rate was 100% for F2F teaching and 57% for virtual teaching. 100% of participants felt that F2F role play was an acceptable way to practice skills in acute psychiatry vs 75% of participants who felt this about virtual role play. 100% of participants found that F2F role play was ‘quite’ or ‘very’ effective in improving their confidence and perceived competence in acute psychiatry vs 88% of participants who felt this about virtual role play.ConclusionVirtual role play based learning is an acceptable and effective method in improving the confidence and perceived competence of junior doctors undertaking on call shifts in inpatient psychiatry but it appears to be less effective than face to face role play based learning. The researcher will act upon the qualitative feedback obtained which suggested ways in which the virtual session could be improved.

scholarly journals Junior doctors rate online simulation as ‘good enough’ but not as good as face to face sessions

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S5-S5
Author(s):  
Josh Bachra ◽  
Anna Ludvigsen ◽  
Kehinde Junaid
Keyword(s):  
Junior Doctors ◽  
Face To Face ◽  
Virtual Group ◽  
Qualitative Feedback ◽  
East Midlands ◽  
The Face ◽  
Course Length ◽  
Online Format ◽  
Strongly Agree ◽  
Simulation Centre

AimsTo compare the feasibility and acceptability of delivering a simulation-based learning (SBL) programme for Junior Doctors virtually versus face to face.MethodThe Nottinghamshire Healthcare Simulation Centre has been delivering a SBL programme for Foundation Year 2 doctors on behalf of Health Education East Midlands for the past three years. Since face to face teaching was not possible during the COVID-19 pandemic the programme was delivered online using the same content and format as for prior cohorts. Feedback questionnaires from 128 face to face participants (F2F) and 133 virtual participants (V) were compared.ResultThere was a decrease in Likert scale ratings across all domains in the virtual group. This was most apparent when examining the ‘strongly agreed’ responses: the venue/remote format was suitable for the session 34% decrease, the course length was appropriate 24% decrease, the pace of the course was appropriate 20% decrease, the simulation was helpful and relevant 15% decrease, the content of the course was organised and easy to follow 13% decrease, the learning objectives were met 10% decrease, the presenters were engaging 6% decrease, the trainers were well prepared 3% decrease. The virtual group included responses in the ‘strongly disagree’ and ‘disagree’ categories relating to the virtual format, length and pace, which did not occur in any domain for the F2F group.Combining the ‘strongly agree’ and ‘agree’ statements also showed a decrease in satisfaction with 72.5% of responses falling into this category for the V group and 88.3% for the F2F group. Fewer participants in the V group would recommend the course to a colleague (98% V vs 99% F2F).ConclusionProviding the SBL programme using an online format was feasible while also being acceptable to most participants. However, participants did not rate this experience as highly as face to face teaching. The largest decreases in satisfaction were in areas related to the virtual format. An interesting finding is that participants rated the pace and length of the online course as less agreeable, despite the content and scheduling being the same as for the face to face group.Based on these findings face to face teaching should resume when practicable. In the meantime, the virtual delivery may be improved if the course length was reduced. Analysis of qualitative feedback may provide insights into why participants did not rate the virtual simulation as highly as the face to face equivalent.

scholarly journals 145 Point of care lung ultrasound in patient triage: integration of ultrasound into a streaming pathway for COVID-19

2020 ◽  
Vol 37 (12) ◽  
pp. 839.1-839
Author(s):  
Dominic Craver ◽  
Aminah Ahmad ◽  
Anna Colclough
Keyword(s):  
Point Of Care ◽  
District General Hospital ◽  
Training Programme ◽  
Service Evaluation ◽  
University Hospital ◽  
Junior Doctors ◽  
Point Of Care Ultrasound ◽  
Face To Face ◽  
Point Of Care Diagnostics ◽  
Audit Data

Aims/Objectives/BackgroundRapid risk stratification of patients is vital for Emergency Department (ED) streaming during the COVID-19 pandemic. Ideally, patients should be split into red (suspected/confirmed COVID-19) and green (non COVID-19) zones in order to minimise the risk of patient-to-patient and patient-to-staff transmission. A robust yet rapid streaming system combining clinician impression with point-of-care diagnostics is therefore necessary.Point of care ultrasound (POCUS) findings in COVID-19 have been shown to correlate well with computed tomography (CT) findings, and it therefore has value as a front-door diagnostic tool. At University Hospital Lewisham (a district general hospital in south London), we recognised the value of early POCUS and its potential for use in patient streaming.Methods/DesignWe developed a training programme, ‘POCUS for COVID’ and subsequently integrated POCUS into streaming of our ED patients. The training involved Zoom lectures, a face to face practical, a 10 scan sign off process followed by a final triggered assessment. Patient outcomes were reviewed in conjunction with their scan reports.Results/ConclusionsCurrently, we have 21 ED junior doctors performing ultrasound scans independently, and all patients presenting to our department are scanned either in triage or in the ambulance. A combination of clinical judgement and scan findings are used to stream the patient to an appropriate area.Service evaluation with analysis of audit data has found our streaming to be 94% sensitive and 79% specific as an indicator of COVID 19. Further analysis is ongoing.Here we present both the structure of our training programme and our integrated streaming pathway along with preliminary analysis results.

Continuing Education: Improving Perceived Competence in School Nurses

2002 ◽  
Vol 18 (6) ◽  
pp. 360-363 ◽  
Author(s):  
Linda F. C. Bullock ◽  
M. Kay Libbus ◽  
Suzanne Lewis ◽  
Debra Gayer
Keyword(s):  
Continuing Education ◽  
Diabetes Management ◽  
Clinical Skills ◽  
Perceived Competence ◽  
School Nurses ◽  
School Age Children ◽  
Education Programs ◽  
Specific Content ◽  
Content Areas ◽  
Significant Difference

An investigator-designed survey was used to determine if attendance at specific continuing education programs increased the perceived competence of school nurses who enrolled and completed the programs. Respondents were queried about the general content of six courses offered by the Missouri Department of Health and Senior Services in conjunction with the University of Missouri—Columbia Sinclair School of Nursing. Specific content areas were mental health concerns, suicide prevention, diabetes management, asthma management, seizure disorders, and developing clinical skills as they pertained to school-age children. Comparing a sample of school nurses who had attended the programs with a group whom had not, a statistically significant difference was found in the participant group who reported higher self-perceived competence than the nonparticipant group in all content areas. Results of the study suggest that school nurses who attend specific continuing education programs feel more competent in practice than nurses who do not attend.

Cross-disciplinary perspectives on the transition to remote education

2021 ◽  
pp. bmjstel-2020-000814
Author(s):  
Natasha Houghton ◽  
Will Houstoun ◽  
Sophie Yates ◽  
Bill Badley ◽  
Roger Kneebone
Keyword(s):  
Medical Education ◽  
Performing Arts ◽  
Procedural Knowledge ◽  
Clinical Skills ◽  
Technology Enhanced Learning ◽  
Practical Skills ◽  
Digital Resources ◽  
Face To Face ◽  
Direct Patient Contact ◽  
Enhanced Learning

The COVID-19 pandemic has prompted the cancellation of clinical attachments and face-to-face teaching at medical schools across the world. Experiential learning—through simulation or direct patient contact—is essential for the development of clinical skills and procedural knowledge. Adapting this type of teaching for remote delivery is a major challenge for undergraduate medical education. It is also an opportunity for innovation in technology enhanced learning and prompts educators to embrace new ways of thinking. In this article, the authors explored how educators from different disciplines (medicine, music and performing arts) are using technology to enhance practical skills-based learning remotely.The authors, five experienced educators from different fields (surgery, medicine, music and magic), jointly documented the transition to technology enhanced remote teaching through a series of five structured conversations. Drawing from literature on distance learning in medicine and professional experience in education, the authors identified seven practice-enhancing recommendations for optimising teaching of procedural knowledge and skills. These are: (1) make a virtue out of necessity; (2) actively manage your environment; (3) make expectations clear; (4) embrace purposeful communication; (5) use digital resources; (6) be prepared for things to go wrong and (7) personalise the approach. The authors argue that widening the discourse in technology enhanced learning to include cross-disciplinary perspectives adds richness and depth to discussions. This article demonstrates a cross-disciplinary approach to addressing challenges in technology-enhanced medical education.

Teaching Tip: Designing Flipped Classrooms to Enhance Learning in the Clinical Skills Laboratory

2021 ◽  
pp. e20210043
Author(s):  
Sarah Baillie ◽  
Annelies Decloedt ◽  
Molly Frendo Londgren
Keyword(s):  
Student Engagement ◽  
Flipped Classroom ◽  
Clinical Skills ◽  
Face To Face ◽  
Use Of Time ◽  
Skills Laboratory ◽  
The Face ◽  
Expected Benefits ◽  
Time Required ◽  
Effective Use

Flipped classroom is an educational technique in which content is delivered online for students to study at their own pace in preparation for in-class learning. Benefits include increased flexibility, enhanced student engagement and satisfaction, and more effective use of time spent during face-to-face teaching. However, the development and implementation of flipped classroom teaching are also associated with challenges, including time required to develop learning materials and getting students to engage with the preparatory work. This teaching tip describes a structured approach to designing and implementing the flipped classroom approach for clinical skills to allow a greater focus on practicing the hands-on skills and the provision of feedback during the laboratory session. First, the rationale for flipping the classroom and the expected benefits should be considered. On a practical level, decisions need to be made about what to include in the flipped component, how it will complement the face-to-face class, and how the resources will be created. In the design phase, adopting a structured template and aligning with established pedagogical principles is helpful. A well-designed flipped classroom motivates learners by including different elements such as quality educational media (e.g., videos), the opportunity to self-assess, and well-defined connections to relevant knowledge and skills. Student engagement with the flipped material can be promoted through different strategies such as clear communication to manage student expectations and adapting the delivery of the face-to-face component. Finally, gathering feedback and evaluating the initiative are important to inform future improvements.

scholarly journals Evaluation of a Workplace Health and Wellbeing Training Course Delivered Online and Face-To-Face

2018 ◽  
Vol 15 (11) ◽  
pp. 2422 ◽  
Author(s):  
Zenobia Talati ◽  
Emily Davey ◽  
Carly Grapes ◽  
Trevor Shilton ◽  
Simone Pettigrew
Keyword(s):  
Repeated Measures ◽  
Relative Effectiveness ◽  
Perceived Competence ◽  
Perceived Usefulness ◽  
Workplace Health ◽  
Face To Face ◽  
Training Course ◽  
Health And Wellbeing ◽  
The Face ◽  
Potential Benefits

Organisations may benefit from training champions to promote healthy workplace environments and initiatives. This study compared the perceived usefulness and relative effectiveness of an employee training course offered via online and face-to-face formats. Individuals who took part in the training course were assessed on their perceived competence and confidence to implement changes pre- and post-training. Repeated measures Analysis of Variance (ANOVA) and a t-test were conducted to test for significant differences between pre- and post-training scores and/or mode of training, respectively. Although the face-to-face training course was rated as slightly more useful, there were no significant differences between the two modes of training for the other dependent variables, and both modes led to significantly greater perceived competence and confidence post-training. These findings demonstrate the potential benefits of training employees to implement changes in their workplaces.

scholarly journals Online and face-to-face role-play simulations in promoting social work students’ argumentative problem solving

2013 ◽  
Vol 8 (1) ◽  
pp. 6-40 ◽  
Author(s):  
Kati Vapalahti ◽  
Miika Marttunen ◽  
Leena Laurinen
Keyword(s):  
Social Work ◽  
Problem Solving ◽  
Social Issues ◽  
Role Play ◽  
Social Work Students ◽  
Teaching Experiment ◽  
Face To Face ◽  
Quasi Experimental ◽  
Alcohol And Drug Abuse ◽  
Role Play Simulation

This paper reports on a teaching experiment in which social work students (n=38) practiced problem solving through argumentative tasks. A teaching experiment was carried out at a Mikkeli University of Applied Sciences in Finland in connection with a course concerning preventative work against alcohol- and drug abuse. This quasi- experimental study investigated whether role-play simulation conducted either online (15 students) or face-to-face (14 students) improved students’ problem solving on social issues. As a pre-test, the students wrote an essay after having watched a dramatization of problematic cases on elderly people’s use of alcohol. The students also attended lectures (30 x 45 min) on the effect of substance abuse and preventive work, and after the role-play simulation they wrote another essay (post-test). Nine controls wrote an essay without participating in the role-play simulation. Lastly, the students filled out feedback questionnaires.

Flipping the Medical School Classroom

2018 ◽  
pp. 5800-5809
Author(s):  
Kristina Kaljo ◽  
Laura Jacques
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Clinical Skills ◽  
Medical Knowledge ◽  
Hybrid Learning ◽  
Teaching Methodologies ◽  
Face To Face ◽  
Content Acquisition ◽  
Hybrid Learning Environment

The preparation of today's physicians is a tremendous responsibility. For medical students to be successful, they must experience a multitude of opportunities to develop appropriate clinical skills, problem solving acumen, and medical knowledge. Due to various barriers, medical students may develop gaps in critical and foundational knowledge. The use of flipped lectures has the capacity to “mobilize” education and ensure for versatility and improved content acquisition through the implementation of both online and face-to-face teaching methodologies. This hybrid learning environment has the capacity to also address the increasingly diverse needs of today's matriculating medical student. This article identifies tools and strategies of how to incorporate flipped lectures into medical education.

Statistics

2011 ◽  
Author(s):  
Patrick Magee ◽  
Mark Tooley
Keyword(s):  
Blood Pressure ◽  
Ordinal Data ◽  
Natural Order ◽  
Junior Doctors ◽  
Nominal Data ◽  
Measurement Interval ◽  
Number Of Children ◽  
Group Type ◽  
Discrete Values ◽  
The Individual

This chapter will provide background to enable the reader to understand basic statistics and be able then to follow more complex statistical ideas. Although statistics is more than the mere analysis of data, it is a subject largely about data, so this will be discussed first. Data can be categorical or numerical, and in these two classifications there are various different types of data. This is the allocation of the individual to one of two categories. Often these relate to the presence or absence of some attribute. These data also have many other names such as binary, dichotomous and attribute data. Examples of such categorisations for patients include: ◆ Male/Female ◆ Smoker/Non-smoker ◆ Anaesthetist/Surgeon ◆ Married/Single. Each of these can be only be one or the other – they could be coded ‘1’ or ‘0’ to be binary (or on, off). For example male = 0, female = 1, or vice versa. Many classifications require more than two categories, such as: blood group, type of doctor, country of birth. Also the two categories, such as described previously, might be expanded into several categories. For example the married/single could be expanded to: married/single/divorced/separated/ widowed. This sort of data is called nominal data where there are several categories, but with no logical order. When there is a natural order (such as in seniority), the data are then called ordinal data. For example, anaesthetists could be divided into: ‘Foundation year 1’, ‘Foundation year 2’, ‘speciality doctor’, consultants’, ‘senior consultants’ and ‘clinical directors’. Ordinal data can be reduced to two categories, with possibly a considerable loss of information (e.g. ‘senior doctors’, ‘junior doctors’). Discrete numerical data are where the observation takes exact numerical values. Counts or events are discrete values. For example: number of children, number of ectopic beats in a time period and so on. Continuous (or analogue) data are usually obtained by some form of measurement. Examples are body temperature, blood pressure, height and weight. These values have an infinite number of possibilities, depending on the measurement interval, and variation. Although there are infinite possibilities, measurement systems usually round the continuous data up, or down, to discrete values. Blood pressure is often rounded up to the nearest 5 mmHg, for example.

Handover among junior doctors: a quality improvement study

2019 ◽  
Vol 25 (6) ◽  
pp. 1-7
Author(s):  
Aamer Sarfraz ◽  
Yvonne Igunma ◽  
Ben Harman-Jones
Keyword(s):  
Length Of Hospital Stay ◽  
Clinical Information ◽  
Junior Doctors ◽  
Face To Face ◽  
Handover Procedure ◽  
Before And After ◽  
Communications Skills ◽  
Positive Experiences ◽  
Area Of Concern ◽  
Efficient Transfer

Background/Aims Handover is a procedure that ensures efficient transfer of clinical information across teams. It is also an opportunity for junior doctors to develop clinical competencies, communications skills and leadership. Poor handovers can result in delays, clinical errors, duplication of work, poor morale, increased length of hospital stay, and risk of harm to patients. Poor handovers were identified as an area of concern for two successive years in the General Medical Council's survey. Methods Measures were undertaken to address this by updating their handover policy, developing a new handover protocol and instigating rota monitoring by involving junior doctors and consultants through focus groups. A survey was conducted among the same cohort of junior doctors before and after the interventions. Findings There was a remarkable improvement in junior doctors' attitudes towards safety, frequency of face-to-face handover, use of a handover book, and overall positive experiences of the handover procedure. Conclusions It is worth examining the approach to handover among other health professionals and perhaps between professions regarding the same patients.

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