Guidelines for teleradiology practice: Results of the Tyrolean teleradiology pilot project

2003 ◽  
Vol 9 (1_suppl) ◽  
pp. 48-50 ◽  
Author(s):  
P Soegner ◽  
Th Rettenbacher ◽  
A Smekal ◽  
D Zur Nedden
Keyword(s):  
Data Security ◽  
Data Exchange ◽  
District Hospital ◽  
Pilot Project ◽  
Technical Equipment ◽  
Medical Specialties ◽  
Continuous Quality ◽  
Global View ◽  
Continuous Quality Assurance ◽  
The University

summary The Tyrolean telemedicine pilot project linked the University Clinic of Innsbruck and the district hospital in Reutte. Five medical specialties were investigated: teleradiology, telepathology, teledermatology, tele-ophthalmology and tele-oncology. A Tyrolean ‘four-column model of quality management in telemedicine’ was introduced to ensure a global view of the project and to avoid mistakes. In teleradiology, a 12-step workflow was developed, which described the medical responsibilities at each stage. We found that the defined teleradiology workflow and the technical equipment for data security and data exchange worked without problems in over 79% of a total of 424 cases. To ensure continuous quality assurance, the whole teleradiology workflow was ISO 9001:2000 certified.

Security aspects of teleradiology between the university centre and outlying hospitals in Tyrol

2000 ◽  
Vol 6 (1_suppl) ◽  
pp. 160-161 ◽  
Author(s):  
Peter Sögner ◽  
Klaus Goidinger ◽  
Dietmar Reiter ◽  
Alfons Stoeger ◽  
Dieter Zur Nedden
Keyword(s):  
Data Security ◽  
Data Exchange ◽  
Security System ◽  
Initial Contact ◽  
Patient Report ◽  
Training Time ◽  
Security Feature ◽  
Teleradiology System ◽  
The University ◽  
User Friendly

We assessed a data security system using biometric fingerprint techniques and smartcards to control access to a teleradiology system. Clinical cases were initially discussed between the referring physician and radiologist in Tyrol using a video-phone. Subsequent correspondence, including the transmission of images between the referring physician and the radiologist, was carried out by email using the security system to prevent unauthorized access to patient information. Seventy-eight teleradiology sessions were conducted using this data security system. Speed and stability of data exchange were unaffected by the additional security feature. The average log-on time to the system was 7.8 s. The average training time on how to use the system was 15 min. The radiologist was able to issue a final patient report using the system within 1.5 of the initial contact. The data security feature was user-friendly and did not hinder the normal teleradiology consultation.

Supervision: Supervision and Clinical Practicum in Telepractice

2011 ◽  
Vol 21 (1) ◽  
pp. 30-34 ◽  
Author(s):  
Sena Crutchley
Keyword(s):  
North Carolina ◽  
Pilot Project ◽  
First Year ◽  
University Of North Carolina ◽  
Speech Language Pathology ◽  
Support Personnel ◽  
Clinical Practicum ◽  
Training Support ◽  
Language Pathology ◽  
The University

This article describes how a telepractice pilot project was used as a vehicle to train first-year graduate clinicians in speech-language pathology. To date, six graduate clinicians have been trained in the delivery of telepractice at The University of North Carolina at Greensboro. Components of telepractice training are described and the benefits and limitations of telepractice as part of clinical practicum are discussed. In addition, aspects of training support personnel involved in telepractice are outlined.

scholarly journals How does participation in a voluntary prize exam affect medical students’ knowledge and interest in ENT, plastic surgery, ophthalmology and dermatology?

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Razan Nour ◽  
Kerry Jobling ◽  
Alasdair Mayer ◽  
Salma Babikir
Keyword(s):  
Medical Students ◽  
Plastic Surgery ◽  
Pilot Project ◽  
Junior Doctors ◽  
Free Text ◽  
Medical Specialties ◽  
Spare Time ◽  
Before And After ◽  
To Receive ◽  
Interest And Knowledge

Abstract Background Otolaryngology (ENT), plastic surgery, ophthalmology and dermatology are medical specialties which tend to receive less coverage in UK medical school curricula compared to larger, generalist specialties. As a result, there are fewer opportunities for medical students to learn and to cultivate an interest. There are numerous papers that report concerns about junior doctors’ ability to manage conditions within these specialties, which may jeopardise patient safety. The aim of our pilot project was to increase medical students’ interest and knowledge of ENT, plastic surgery, ophthalmology and dermatology. In addition to describing our project, we present and discuss literature on UK undergraduate education in these specialties and its impact on preparedness of junior doctors and future career choices. Methods One hundred twelve final year medical students at Newcastle University were invited to take part in a voluntary two-part (written and clinical) exam, in which prizes could be won and all participants would receive a certificate of participation. We distributed two online surveys to the students, one administered before the exam and one afterwards. Data was collected regarding the students’ motivation for entering the prize exam and the students’ baseline interest and knowledge in these specialties before and after the prize exam. Free-text responses were collected about the students’ opinion of the project and whether participation was beneficial. Results Sixteen students participated in the exam. There was a statistically significant increase in the students’ knowledge in ENT (p < 0.000), plastic surgery (p < 0.000), ophthalmology (p < 0.028) and dermatology (p < 0.012) after participation in the exam, but not in their interest levels. ENT was the preferred specialty of our cohort. The students reported that they found participation beneficial to their learning, particularly receiving exam feedback and explanations to exam questions. Conclusions This pilot project was a useful intervention in increasing medical students’ knowledge in these specialties, but not in their levels of interest. It also demonstrates that medical students are willing to participate in voluntary initiatives (in their spare time) to gain more learning opportunities and that medical students value timely exam feedback to guide their revision.

Clinical quality improvement project: finding a repeatable approach for improving STAT lab testing

2003 ◽  
Vol 16 (2) ◽  
pp. 1-5
Author(s):  
Lynette Lutes ◽  
Sarvesh Logsetty ◽  
Jan McGuinness ◽  
Joan M. Carlson
Keyword(s):  
Quality Improvement ◽  
Pilot Project ◽  
Improvement Project ◽  
Clinical Quality ◽  
University Of Alberta ◽  
Improved Performance ◽  
The University ◽  
Culture Of Quality ◽  
Quality Process ◽  
Clinical Quality Improvement

Explores the development of a clinical quality improvement pilot project at the University of Alberta Hospital and Stollery Children’s Hospital which aimed to establish a team of individuals that could disseminate a culture of quality improvement and develop a framework for a quality process that could be replicated and repeated. Outcomes of the clinical pilot project included improved performance as well as opportunities to learn some key lessons around team membership and involvement.

A Beautiful Friendship—and a Lesson about Friends and Colleagues: A Classic Partnership Revisited

2021 ◽  
Author(s):  
David S. Warner ◽  
Michael M. Todd
Keyword(s):  
Iowa City ◽  
Clinical Neuroscience ◽  
University Of Iowa ◽  
Medical Specialties ◽  
Shared Interest ◽  
Operative Care ◽  
Neurosurgical Patients ◽  
The World ◽  
Working Together ◽  
The University

David Warner, M.D., and Michael Todd, M.D., first met in 1985. They began working together at the University of Iowa (Iowa City, Iowa) a year later with a shared interest in both laboratory and clinical neuroscience—and in the operative care of neurosurgical patients. That collaboration has now lasted for 35 yr, resulting in more than 70 joint publications. More importantly, they have had the privilege of working together with close to 1,000 colleagues from around the world, in a dozen medical specialties. Their careers are an example of what can be accomplished by friendship, mutual commitment, persistence, and a willingness to join with others.

scholarly journals Implementing and Sustaining a Rural Interprofessional Clinical Education Program

2013 ◽  
Vol 3 (2) ◽  
Author(s):  
Betty Cragg ◽  
Wilma Jelley ◽  
Mona Burrows ◽  
Kim Dyer
Keyword(s):  
Clinical Education ◽  
Program Implementation ◽  
Education Program ◽  
Organizational Factors ◽  
Pilot Project ◽  
Structured Interviews ◽  
Rural Settings ◽  
Process Factors ◽  
Rural Institutions ◽  
The University

Background: After a successful pilot project introducing interprofessional (IP) clinical education in a rural hospital, expansion to other rural hospitals was attempted. Despite enthusiasm for the pilot project and funding, the university-based project team had difficulty persuading administrators and staff to become involved or to maintain the project. Of 9 institutions, 2 implemented and sustained the project for more than 2 years, 2 initiated but dropped it, and 5 declined.Methods and Findings: A qualitative, interpretive description study was conducted to identify facilitators and barriers to implementing an IP clinical education program in rural settings. Semi-structured interviews were conducted with representatives of organizations that sustained the project, dropped out, or never participated.Using the National Health Service Sustainability Model we identified the staff, organization, and process factors that affected the program implementation. Three staff roles were required for success: sponsor, champion, and gatekeeper. Organizational factors included infrastructure to identify participants and perceived project enhancement of organizational values. Process factors included organizational benefits, compatible priorities, and adaptability.Conclusions: Introduction of IP education to rural institutions requires complex combined factors. However, continuation of the project at two sites demonstrates that when IP education is valued and sustainability factors are present, staff will maintain it. 

The Pharmacist as Prescriber of Drug Therapy: The USC Pilot Project

1981 ◽  
Vol 15 (9) ◽  
pp. 665-672 ◽  
Author(s):  
Glen L. Stimmel ◽  
William F. McGhan
Keyword(s):  
Psychiatric Patients ◽  
Pilot Project ◽  
Care Patient ◽  
Cost Of Care ◽  
Patient Acceptance ◽  
University Of Southern California ◽  
Extended Care ◽  
Southern California School ◽  
Certifying Examination ◽  
The University

Recent legislation in California allows pilot projects to investigate prescribing by pharmacists. The University of Southern California School of Pharmacy project was approved in October, 1978. To be certified as prescribers, pharmacists must successfully complete a physical assessment course and a certifying examination. From an original group of 30 interested pharmacists, 25 were certified; five different pharmacists were added later. Prescribing pharmacists must meet with their supervising physician once every two weeks, and are restricted to the project formulary. A variety of health care settings are represented in the project, with pharmacists prescribing for ambulatory patients with chronic diseases, geriatric patients in extended care facilities, psychiatric patients, and selected inpatients. Project evaluation will continue through 1982 and will focus on safety and quality of care, patient acceptance, and cost of care.

scholarly journals Repurposing virtual reality assets: from health sciences to Italian language learning

2020 ◽  
pp. 21-26
Author(s):  
Alessia Plutino ◽  
Tiziana Cervi-Wilson ◽  
Billy Brick
Keyword(s):  
Virtual Reality ◽  
Language Learning ◽  
Pilot Project ◽  
Health Sciences ◽  
Language Curriculum ◽  
Health Care Students ◽  
Italian Language ◽  
Learning And Teaching ◽  
Modern Language ◽  
The University

This paper reports on the rationale for the implementation of a pilot project using a scenario-based Virtual Reality (VR) resource, originally developed by Health Sciences at Coventry University and now being repurposed for Italian language learning as a collaborative project with Modern Languages and Linguistics at the University of Southampton. The original aim of the resource was to prepare health care students for home visits by allowing them to experience a semi-linear conversation with a virtual Non-player Character (NPC). The authors will discuss how they are planning to repurpose the resource for Italian language learning and teaching and will analyse the potential pedagogical uses within the modern language curriculum, including emotional language, employability skills, and the year abroad.

scholarly journals Preceptors’ perceptions of assessing clinical associate students at district hospital sites

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Aloysious Kakia ◽  
Ian Couper
Keyword(s):  
Medical Practice ◽  
District Hospital ◽  
Student Assessment ◽  
Practical Experience ◽  
Eastern Cape ◽  
Structured Interviews ◽  
District Hospitals ◽  
University Support ◽  
Distributed Platform ◽  
The University

Background: Preceptors are key stakeholders in distributed health professions’ education. They supervise students in the clinical setting to enable them to have a practical experience with patients, and they assess students’ skills at the highest tier of clinical assessment. The university where this study was done conducts a distributed Bachelor of Clinical Medical Practice course on a distributed platform which is dependent on preceptors at the training sites. Understanding the perceptions of preceptors, as major stakeholders, regarding the student assessment they do will assist the faculty to provide better support and development that might be needed and assist in maximising the benefits of distributed training.Aim: The aim of this study was to explore the perceptions of preceptors regarding assessing clinical associate students at district hospitals in the Bachelor of Clinical Medical Practice programme.Setting: The study was conducted at a rural university in the Eastern Cape province of South Africa.Methods: This was a qualitative study involving nine preceptors who were purposively selected from three district hospital training sites based on their involvement in assessing clinical associate students. Semi-structured interviews were conducted, recorded, transcribed and thematically analysed.Results: Four themes emerged from thematic analysis: assessment issues, preceptor issues, student issues and university support issues. Preceptors are committed and enthusiastic in training and assessing the clinical associate students but require input from the university in terms of training and ongoing support.Conclusion: Lack of training threatens the validity of preceptor assessment. Academic institutions should train and support preceptors to enable them better to fulfil their roles.

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