scholarly journals Creating a virtual, clinical scenario based teaching programme for foundation doctors in Leeds

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S138-S139
Author(s):  
David Hall ◽  
Thomas Lane ◽  
Alexander Harbinson
Keyword(s):  
Mental Health ◽  
Likert Scale ◽  
Teaching Skills ◽  
Clinical Scenario ◽  
Management Skills ◽  
Developmental Needs ◽  
Teaching Programme ◽  
Core Skills ◽  
Before And After

AimsThrough consultation with foundation doctors on their psychiatry placements in Leeds, we established that they didn't feel the trustwide teaching programme met their needs, with them rating the relevance as 5.8 on a 1-10 Likert scale. They also reported their access to formal and informal teaching had been limited by COVID-19 restrictions. We aimed to create an accessible teaching programme that met their developmental needs as set out by the Foundation curriculum, as well as their confidence and skill set in dealing with common mental health presentations. Our supplementary aims were to promote psychiatry as a career and to provide supervised teaching opportunities to core trainees.MethodHaving assessed the foundation doctors confidence in dealing with different scenarios, we created a 9 week teaching programme covering common mental health presentations they're likely to encounter during their training. The virtual sessions focus on what assessment and management skills would be expected for a foundation doctor, as well as when and how to access support and refer on. The programme was designed to be trainee led with the teaching being facilitated by core trainees as it was felt that they would best relate to the experiences and developmental needs of foundation doctors. This also provided the CTs with an opportunity to develop their teaching skills, something that has become more difficult during COVID.ResultThrough weekly feedback of the sessions we were able to demonstrate that for 8 of the 9 sessions the foundation doctors rated them as being ‘useful’ or ‘very useful’ and we're currently reviewing the topic and materials for the outlying session.Through self-assessed ratings before and after the programme, we demonstrated significant increases in confidence in dealing with all 9 of the scenarios. All of the foundation doctors indicated that they had found the programme beneficial.ConclusionAs shown in the results, the programme has been well received by the foundation doctors who's confidence in dealing with a range of scenarios has improved. The programme has also been well received by the trust who have asked us to repeat the it for future foundation rotations and by core trainees who were grateful of the development opportunities that this provided. Further developments will include extending the programme for the duration of the placement to enable us to cover an enhanced range of presentations and to consolidate core skills.

scholarly journals 514 F1-taught Orthopaedic Teaching for Students (FOTS)

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
Y Hashmi ◽  
P R Kumar ◽  
W Beedham
Keyword(s):  
Lumbar Spine ◽  
Online Teaching ◽  
Teaching Skills ◽  
Online Delivery ◽  
Teaching Programme ◽  
Clinical Orthopaedic ◽  
Before And After ◽  
Joint Examination ◽  
Time Away ◽  
Do So

Abstract Introduction F1 doctors, despite being expected to teach, have had reduced opportunity to do so during COVID-19. Medical students have also become increasingly concerned for upcoming exams due to time away from placements. A national orthopaedic teaching programme was designed to provide F1 doctors with opportunities to develop their teaching skills and synergistically improve students’ confidence in performing clinical orthopaedic examinations. Method A University Trauma & Orthopaedics society coordinated the teaching programme consisting of 6-weekly online sessions on each joint examination (shoulder, hip, knee, hand, ankle and lumbar spine). Each session was delivered by two F1 tutors. Pre- and post-session MCQs were provided to students to assess improvement in knowledge. Anonymous feedback forms were also disseminated. Results From the 341 students that attended, 87.1% provided feedback. 86.2% felt that they had de-skilled due to time off, with a mean 15 weeks off from placement. Based on a 5-point Likert scale, students displayed a mean improvement in confidence (1.9±1.1, p < 0.001) and MCQ scores (1.4±1.3, p < 0.001) before and after the sessions. 91.6% of students agreed that the use of online teaching increased attendance. Of the 10 tutors, all reported improvement in confidence to teach and teaching skills. Conclusions We demonstrate that online delivery of clinical orthopaedic examinations is effective and present our findings to encourage similar teaching programmes to be adopted at other locations and specialities.

scholarly journals PENGARUH KUNYIT ASEM TERHADAP INTENSITAS NYERI HAID PADA MAHASISWI SEMESTER 3 DI AKBID HARAPAN MULYA PONOROGO TAHUN 2020

2021 ◽  
Vol 8 (1) ◽  
pp. 86-90
Author(s):  
Rindang Fitriana Ulfa ◽  
Ambika Kurnia Mustikawati
Keyword(s):  
Mental Health ◽  
Health Center ◽  
Negative Attitude ◽  
Likert Scale ◽  
Statistical Test ◽  
Before And After ◽  
Post Test

The results BKKBN Center (2018) found that the acceptor inspection afterinstallation of the IUD and some of them do not exercise control on the groundsthere was no suggestion from the officer, did not know and no complaints. Thereason is because the officer did not provide full counseling about the IUD andside effects that may arise after the installation, or due to lack of staff knowledgeabout these devices that cause they do not provide complete and correctinformation. One way to handle it is by counseling. Counseling is an attempt to help resolve conflicts, obstacles and difficulties in meeting our needs, as well as efforts to improve mental health. The purpose of this study was to identify changes in attitude acceptors before and aftercounseling on post-installation re -examination of the IUD. The design of this study was a one group pre test – post test, the population of IUD acceptors in the working area Banjarejo Health Center Madiun City some 54 people with a sample ofsome 47 people. The number of samples that do not meet the criteria of thesample as many as 7 people, so the number of samples that meet the criteria of the sample as many as 40 people. Data were collected with questionnairs measuringinstruments covered by using Likert scale before and after counseling. Results of research prior to counseling 18 acceptors (45%) had a positive attitudeand 22 acceptors (55%) having a negative attitude. After counseling obtained 25acceptors (62,5%) ang 15 acceptors (37,5%) having a negative attitude. Statistical test Wilcoxon Match Pairs Test = 5,513. Because the count Z > Z table(5,513>1,96), so that Ho refused. This means that there is a change in attitudeacceptors before and after counseling on post-installation re -examination of theIUD. Therefore, counseling should be done continuously to increase thepercentage of acceptors who perform post-installation re- visit the IUD.

F1-taught orthopaedic teaching programme for students (FOTS)

2021 ◽  
pp. postgradmedj-2021-140230
Author(s):  
Prakrit Raj Kumar ◽  
Yousuf Hashmi ◽  
William Beedham ◽  
Ranya Vardini Kumar ◽  
Simon Fleming
Keyword(s):  
Medical Students ◽  
Online Teaching ◽  
Teaching Skills ◽  
Video Communications ◽  
Multiple Choice Questions ◽  
Online Delivery ◽  
Teaching Programme ◽  
Clinical Orthopaedic ◽  
Before And After ◽  
Joint Examination

IntroductionThe COVID-19 pandemic has impacted students learning, with the time off resulting in students ‘de-skilling’, increasing concerns for upcoming observed structured clinical examinations. Foundation Year 1 (F1) doctors (F1s), despite being expected to teach, rarely receive formal preparation, with COVID-19 exacerbating opportunities to practice. As such, a national orthopaedic teaching programme was designed to provide F1s with opportunities to develop their teaching skills and to synergistically teach medical students how to perform clinical orthopaedic examinations.MethodsSix weekly sessions, each delivered by two newly qualified F1 tutors, on each joint examination were delivered online via Zoom Video Communications (USA). Presession and postsession multiple choice questions (MCQs) were provided to students to assess improvement in knowledge. Anonymous feedback forms were provided to both students and tutors.ResultsOf the 341 students that attended, 87.1% provided feedback. 86.2% felt that they had de-skilled due to time off, with a mean 15 weeks off from placement. Based on a 5-point Likert scale, students displayed a mean improvement in confidence (1.9±1.1, p<0.001) and MCQ scores (1.4±1.3, p<0.001) before and after the sessions. 91.6% and 95.3% agreed that the use of online teaching increased attendance and laid the foundation for practice. Of the six tutors, all reported improvement in confidence to teach and teaching skills.ConclusionWe demonstrate that online delivery of clinical orthopaedic examinations is effective, increasing the knowledge and confidence of students, while providing opportunities for F1s to teach. We present our findings to encourage similar teaching programmes to be adopted at other locations and specialties, to synergistically benefit students, doctors and ultimately, patients.

scholarly journals PERUBAHAN SIKAP AKSEPTOR SEBELUM DAN SESUDAH KONSELING TENTANG PEMERIKSAAN ULANG PASCA PEMASANGAN IUD

2021 ◽  
Vol 8 (1) ◽  
pp. 21-26
Author(s):  
Eny Pemilu Kusparlina
Keyword(s):  
Mental Health ◽  
Health Center ◽  
Negative Attitude ◽  
Likert Scale ◽  
Statistical Test ◽  
Before And After ◽  
Post Test

The results BKKBN Center (2018) found that the acceptor inspection afterinstallation of the IUD and some of them do not exercise control on the groundsthere was no suggestion from the officer, did not know and no complaints. Thereason is because the officer did not provide full counseling about the IUD andside effects that may arise after the installation, or due to lack of staff knowledgeabout these devices that cause they do not provide complete and correctinformation. One way to handle it is by counseling. Counseling is an attempt to help resolve conflicts, obstacles and difficulties in meeting our needs, as well as efforts to improve mental health. The purpose of this study was to identify changes in attitude acceptors before and aftercounseling on post-installation re -examination of the IUD. The design of this study was a one group pre test – post test, the population of IUD acceptors in the working area Banjarejo Health Center Madiun City some 54 people with a sample ofsome 47 people. The number of samples that do not meet the criteria of thesample as many as 7 people, so the number of samples that meet the criteria of the sample as many as 40 people. Data were collected with questionnairs measuringinstruments covered by using Likert scale before and after counseling. Results of research prior to counseling 18 acceptors (45%) had a positive attitudeand 22 acceptors (55%) having a negative attitude. After counseling obtained 25acceptors (62,5%) ang 15 acceptors (37,5%) having a negative attitude. Statistical test Wilcoxon Match Pairs Test = 5,513. Because the count Z > Z table(5,513>1,96), so that Ho refused. This means that there is a change in attitudeacceptors before and after counseling on post-installation re -examination of theIUD. Therefore, counseling should be done continuously to increase thepercentage of acceptors who perform post-installation re- visit the IUD.

scholarly journals Medication Monitoring for People with Dementia in Care Homes: The Feasibility and Clinical Impact of Nurse-Led Monitoring

2014 ◽  
Vol 2014 ◽  
pp. 1-11 ◽  
Author(s):  
Sue Jordan ◽  
Marie Gabe ◽  
Louise Newson ◽  
Sherrill Snelgrove ◽  
Gerwyn Panes ◽  
...  
Keyword(s):  
Mental Health ◽  
Adverse Drug Reaction ◽  
Intervention Study ◽  
Clinical Impact ◽  
Care Homes ◽  
Service Users ◽  
Care Plans ◽  
Medication Monitoring ◽  
People With Dementia ◽  
Before And After

Objectives. People with dementia are susceptible to adverse effects of medicines. However, they are not always closely monitored. We explored (1) feasibility and (2) clinical impact of nurse-led medication monitoring.Design. Feasibility “before-and-after” intervention study.Setting. Three care homes in Wales.Participants. Eleven service users diagnosed with dementia, taking at least one antipsychotic, antidepressant, or antiepileptic medicine.Intervention. West Wales Adverse Drug Reaction (ADR) Profile for Mental Health Medicines.Outcome Measures. (1) Feasibility: recruitment, retention, and implementation. (2) Clinical impact: previously undocumented problems identified and ameliorated, as recorded in participants’ records before and after introduction of the profile, and one month later.Results. Nurses recruited and retained 11 of 29 eligible service users. The profile took 20–25 minutes to implement, caused no harm, and supplemented usual care. Initially, the profile identified previously undocumented problems for all participants (mean 12.7 (SD 4.7)). One month later, some problems had been ameliorated (mean 4.9 (3.6)). Clinical gains included new prescriptions to manage pain (2 participants), psoriasis (1), Parkinsonian symptoms (1), rash (1), dose reduction of benzodiazepines (1), new care plans for oral hygiene, skin problems, and constipation.Conclusions. Participants benefited from structured nurse-led medication monitoring. Clinical trials of our ADR Profile are feasible and necessary.

Development of a Pulmonary Workshop for Organ Recovery Coordinators’ Continuing Medical Education

2020 ◽  
Vol 30 (4) ◽  
pp. 372-375
Author(s):  
Nicholas R. Henry ◽  
Donna D. Gardner ◽  
Nathan Rodrigues
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Organ Procurement ◽  
Program Assessment ◽  
Management Skills ◽  
Mechanical Ventilators ◽  
Hands On ◽  
Before And After ◽  
Specialized Education ◽  
Organ Recovery

Organ recovery coordinators (ORCs) have varied professional education backgrounds; however, based on their specialized education, their training may not have included in-depth mechanical ventilation and pulmonary management. An 8-hour pulmonary workshop was developed in collaboration between an organ procurement organization and a university-based respiratory care department. The workshop focused on pulmonary management and hands-on laboratory exercises using mechanical ventilators. A program assessment questionnaire was completed by participants following the workshop, which requested their self-reported comfort/familiarity with pulmonary management skills before and after the workshop on a 5-point Likert scale. Following the pulmonary workshop, the mean ORC comfort/familiarity for all pulmonary management skills increased significantly ( P < .01). This program suggests ORCs can develop a greater awareness and comfort with pulmonary management by participating in a continuing education pulmonary workshop. Continuing education initiatives focused on pulmonary management of donor patients using hands-on competencies should be part of the ORCs practice improvement efforts.

scholarly journals Evaluation of the Effect of Time Change in Cognitive Function in Volunteers in Tehran

2016 ◽  
Vol 9 (2) ◽  
pp. 119 ◽  
Author(s):  
Marjan Erfani ◽  
Hedayat Sahraei ◽  
Zahra Bahari ◽  
Gholam Hossein Meftahi ◽  
Boshra Hatef ◽  
...  
Keyword(s):  
Mental Health ◽  
Reaction Time ◽  
Cognitive Functions ◽  
Reduction Reaction ◽  
Plasma Cortisol Level ◽  
Mental Fatigue ◽  
Time Change ◽  
General Mental Health ◽  
Before And After ◽  
Time Changes

<strong></strong><p><strong>BACKGROUND:</strong> Time change (which can lead to sleep duration decrements) can lead to brain dysfunction if repeated. In the present study, cognitive functions of the volunteers were evaluated before and after the time changes in Tehran.</p><p><strong>METHODS:</strong> Eleven, voluntary healthy persons (21±2 year old) were evaluated for their cognitive functions including sustain attention, reaction time, and mental fatigue twenty-one days before the time changes and thirty-eight days after time change using PASAT software. In addition, plasma cortisol level was measured before and after the time changes.</p><p><strong>RESULTS:</strong> After the time changes salivary cortisol concentration increase, but general mental health was decreased. Sustain attention was shortened after time change which was significantly different compared with before the time changes. Reaction time was increased after the time changes in comparison with the before the time changes, but was not statistically significant. In addition, mental fatigue was increased after the time changes.</p><p><strong>CONCLUSION:</strong> It seems that time change may reduce brain cognitive functions which are manifested by general mental health, sustain attention reduction, reaction time as well as mental fatigue.</p>

Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia

2021 ◽  
Author(s):  
Stephen Bayley ◽  
Darge Wole Meshesha ◽  
Paul Ramchandani ◽  
Pauline Rose ◽  
Tassew Woldehanna ◽  
...  
Keyword(s):  
Mental Health ◽  
Social Skills ◽  
Emotional Regulation ◽  
Current Knowledge ◽  
Strong Relationship ◽  
Academic Learning ◽  
School Closures ◽  
Health And Wellbeing ◽  
Before And After ◽  
Children's Social Skills

This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.

scholarly journals Sensories-motoriese stimulasieen leerprogram vir geestesvertraagde voorskoolse kinders

Curationis ◽  
1980 ◽  
Vol 3 (3) ◽  
Author(s):  
S.W. Wentzel
Keyword(s):  
Mental Health ◽  
Mental Health Service ◽  
Health Service ◽  
School Children ◽  
Retarded Child ◽  
Mentally Retarded ◽  
Teaching Programme

This study was carried out in order to establish sensorymotor stimulation and teaching programmes for mentally retarded pre-school children in the community. A structure was created for the launching of such a programme. It was found that regression was prevented and slight but valuable improvement was effected in cases where a mentally retarded child was actively involved in a stimulation and teaching programme. The researcher considers such programmes as an important component of the mental health service in any community.

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