An evidence-based approach to workplace anaesthesia training. Part 2

2021 ◽  
Vol 12 (8) ◽  
pp. 348-353
Author(s):  
Susanna Taylor ◽  
Liz Armitage-Chan
Keyword(s):  
Teaching Strategies ◽  
Evidence Based ◽  
Veterinary Practice ◽  
Educational Theories

Part one of this article considered the value of using educational evidence to teach student veterinary nurses (SVNs), discussed the characteristics of SVNs as learners, and described the importance of developing SVNs—not only in their anaesthetic skills, but also in becoming more self-directed professionals. As part one highlighted some of the challenges that SVNs experience as they attempt to learn in a veterinary practice, this second part will consider some common questions about veterinary nursing teaching and provide examples of techniques that can be used by registered veterinary nurses (RVNs) to improve teaching strategies for anaesthesia in the workplace. While some of the educational theories mentioned may be dated, this article aims to use supportive contemporary evidence to show how they are still relevant to help guide our teaching.

Characterizing therapist delivery of evidence-based intervention strategies in publicly funded mental health services for children with autism spectrum disorder: Differentiating practice patterns in usual care and AIM HI delivery

Autism ◽  
2021 ◽  
pp. 136236132110016
Author(s):  
Eliana Hurwich-Reiss ◽  
Colby Chlebowski ◽  
Teresa Lind ◽  
Kassandra Martinez ◽  
Karin M Best ◽  
...  
Keyword(s):  
Mental Health ◽  
Autism Spectrum Disorder ◽  
Usual Care ◽  
Teaching Strategies ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Intervention Strategies ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Active Teaching

This study identified patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder within publicly funded mental health services and compared patterns for therapists delivering usual care to those trained in AIM HI (“An Individualized Mental Health Intervention for ASD”). Data were drawn from a randomized community effectiveness trial and included a subsample of 159 therapists (86% female) providing outpatient or school-based psychotherapy. Therapist strategies were measured via observational coding of psychotherapy session recordings. Exploratory factor analysis used to examine patterns of strategy delivery showed that among therapists in the usual care condition, strategies loaded onto the single factor, General Strategies, whereas for therapists in the AIM HI training condition, strategies grouped onto two factors, Autism Engagement Strategies and Active Teaching Strategies. Among usual care therapists, General Strategies were associated with an increase in child behavior problems, whereas for AIM HI therapists, Active Teaching Strategies were associated with reductions in child behavior problems over 18 months. Results support the effectiveness of training therapists in evidence-based interventions to increase the specificity of strategies delivered to children with autism spectrum disorder served in publicly funded mental health settings. Findings also support the use of active teaching strategies in reducing challenging behaviors. Lay abstract This study was conducted to identify patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder receiving publicly funded mental health services and compare strategy use for therapists delivering usual care to those trained to deliver AIM HI (“An Individualized Mental Health Intervention for ASD”), an intervention designed to reduce challenging behaviors in children with autism spectrum disorder. For therapists trained in AIM HI, intervention strategies grouped onto two factors, Autism Engagement Strategies and Active Teaching Strategies, while strategies used by usual care therapists grouped onto a broader single factor, General Strategies. Among usual care therapists, General Strategies were related to an increase in child behavior problems, whereas for AIM HI therapists, Active Teaching Strategies were related with reductions in child behavior problems over 18 months. Findings support the use of active teaching strategies in reducing challenging behaviors in children with autism spectrum disorder and provide support for the effectiveness of training therapists in evidence-based interventions to promote the delivery of targeted, specific intervention strategies to children with autism spectrum disorder in mental health services.

Teaching Strategies to Improve Algebra Learning

2015 ◽  
Vol 108 (9) ◽  
pp. 696-699
Author(s):  
Rose Mary Zbiek ◽  
Matthew R. Larson
Keyword(s):  
Student Success ◽  
Teaching Strategies ◽  
Evidence Based ◽  
Algebra Learning

Teaching actions and examples accompany three evidence-based recommendations for student success in algebra.

Promoting civility in nursing practice using systems thinking: Evidence‐based teaching strategies for nurse educators

Nursing Forum ◽  
2020 ◽  
Vol 55 (4) ◽  
pp. 754-762 ◽  
Author(s):  
Ann M. Stalter ◽  
Janet M. Phillips ◽  
Karen A. Goldschmidt ◽  
Josette Brodhead ◽  
Jeanne S. Ruggiero ◽  
...  
Keyword(s):  
Systems Thinking ◽  
Teaching Strategies ◽  
Nurse Educators ◽  
Nursing Practice ◽  
Evidence Based

Parent-Implemented Communication Strategies During Storybook Reading

2019 ◽  
Vol 41 (4) ◽  
pp. 300-320 ◽  
Author(s):  
Yusuf Akamoglu ◽  
Hedda Meadan
Keyword(s):  
Time Delay ◽  
Teaching Strategies ◽  
Book Reading ◽  
Evidence Based ◽  
Storybook Reading ◽  
Baseline Design ◽  
Use Of Time ◽  
Naturalistic Teaching ◽  
Communication Interventions ◽  
Naturalistic Teaching Strategies

Children with developmental disabilities (DD) may experience delays in their ability to speak and communicate with their parents, peers, and others. These children often benefit from evidence-based, parent-implemented communication interventions. In the current study, two mothers were trained and coached to use storybook reading techniques and evidence-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay) while reading books with their children with DD. Using a multiple-baseline design across naturalistic teaching strategies, the following three components were examined: (a) mothers’ use of book reading techniques, (b) mothers’ rate and fidelity in using the three naturalistic teaching strategies, and (c) children’s communication outcomes. After training and coaching, the mothers used the modeling, mand-model, and time delay strategies with higher rates and higher fidelity. The children initiated more communicative acts upon their mothers’ use of time delay. The mothers reported that the training and coaching helped them implement the strategies and led to improvements in their children’s communication skills.

scholarly journals A Retrospective Analysis of Owner-reported Reasons for Canine Illness and Injury Visits in Veterinary General Practice: A List of the Top 50% of Complaints

2020 ◽  
Author(s):  
Gilbert Patterson ◽  
Michele O. Trofatter ◽  
Kathryn E. Daily-Trude ◽  
Rebecca L. Pierce ◽  
Stanley R. Robertson ◽  
...  
Keyword(s):  
General Practice ◽  
Retrospective Analysis ◽  
Care Delivery ◽  
Evidence Based ◽  
Delivery Methods ◽  
Veterinary Students ◽  
List Ranking ◽  
Veterinary Practice ◽  
One Year ◽  
Case Presentations

Abstract Background Veterinarians are required to use critical thinking and communication skills to proficiently guide a client through available options for disease treatment or management. While multiple viable approaches exist for treating common problems, data describing the actual types of owner-reported complaints most often encountered in general veterinary practices is lacking. An understanding of the nature and distribution of common conditions, as reported by the owner, is a key step in providing the evidence-based foundation directing further efforts toward solutions to overcome barriers in general practice, veterinary-care delivery. Methods A retrospective analysis of common canine owner-reported complaints presented in general veterinary practice over a one-year period was performed. Data was collected from participating practices, cleaned, and analyzed to reflect the top 50% new presenting complaints of owners at all participating practices for canine patients with an illness or injury during their visit. Results The outcome is a comprehensive list ranking the top canine owner-reported presenting illnesses/injuries complaints seen by general veterinary practices included in the study. Conclusions These results provide evidence-based knowledge of the distribution of owner complaints potentially encountered in general practice, providing justification for the need to emphasize certain clinical case presentations in veterinary educational curriculums. Being prepared with such knowledge, veterinary students can be empowered with the necessary skills and tools required to provide informed, ethical, and affordable choices for canine care in the general veterinary practice setting. This information also provides the scientific foundation for canine conditions which may benefit from additional evidence-based trials to better identify the outcomes of spectrum of care interventions for benefits to the owner, the canine, and the veterinarian.

scholarly journals KOREAN SCIENCE TEACHERS’ PERCEPTIONS AND ACTUAL USAGE OF EDUCATIONAL THEORIES/TEACHING STRATEGIES IN THEIR TEACHING

2016 ◽  
Vol 15 (4) ◽  
pp. 411-423
Author(s):  
Jongwon Park ◽  
Youngmin Kim ◽  
Jongseok Park ◽  
Jin-Su Jeong ◽  
Young-Shin Park
Keyword(s):  
Science Teacher ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching Strategies ◽  
Science Classroom ◽  
Science Teacher Education ◽  
Theory And Practice ◽  
Educational Theories ◽  
Practice Gap ◽  
Theory Practice Gap

Many researchers have reported that there is a significant gap between theory and practice in education. This research sought to contribute to this work by examining the theory/practice gap in secondary school science teaching in South Korea. To do this, a questionnaire was developed to investigate the gap between Korean science teachers’ knowledge about Educational Theories and Teaching Strategies (ETTS) and the usage of it in their science classroom. The questionnaire was administered to 87 science teachers and results showed that even though participants were knowledgeable about many ETTS, only 26% of the teachers reported using it in their teaching. Major reasons reported for this gap in theory and practice were restrictive educational environments that did not support the use of ETTS, irrelevancy and difficulties of ETTS, and students' low interest in learning science. However, teachers’ perception of the importance of ETTS positively affected their usage of ETTS. Implications of the results are discussed, and alternative in-service training program is suggested to activate science teachers’ ETTS what they already know and to guide them to use ETTS in their actual science teaching. Key words: theory-practice gap, science teacher education, secondary science teacher, teaching strategy.

scholarly journals An Interview with Professor Lance Lanyon

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Lance Lanyon
Keyword(s):  
Veterinary Medicine ◽  
Data Collection ◽  
Collection Management ◽  
Evidence Based ◽  
Veterinary Practice ◽  
Veterinary Record

Professor Lance Lanyon recently published an article in Veterinary Record (Lanyon, 2016) proposing a nationwide Evidence Based Veterinary Medicine (EBVM) system of veterinary-practice data collection, management and interrogation. The goal is to use data from UK practices to aid “the understanding of the links between the cause, prevalence and treatment of disease.”His article describes the need for such a system, and possible mechanisms to pay for it. Professor Lanyon’s article started an important conversation about the role all practices can play in EBVM, so Veterinary Evidence asked Professor Lanyon to expand on some of his ideas.

scholarly journals Utilization of evidence-based tools and medical education literature by Canadian postgraduate program directors in the teaching and assessment of the CanMEDS roles

2020 ◽  
Author(s):  
Asif Doja ◽  
Kaylee Eady ◽  
Andrew Warren ◽  
Lorne Wiesenfeld ◽  
Hilary Writer
Keyword(s):  
Medical Education ◽  
Teaching Strategies ◽  
Relevant Literature ◽  
Program Directors ◽  
Small Extent ◽  
Assessment Tools ◽  
Evidence Based ◽  
Online Questionnaire ◽  
Education Literature ◽  
Medical Education Literature

Background: Researchers have shown that clinical educators feel insufficiently informed about how to teach and assess the CanMEDS roles. Thus, our objective was to examine the extent to which program directors utilize evidence-based tools and the medical education literature in teaching and assessing the CanMEDS roles. Methods: In 2016, the authors utilized an online questionnaire to survey 747 Canadian residency program directors (PD’s) of Royal College of Physicians and Surgeons of Canada (RCPSC) accredited programs. Results: Overall, 186 PD’s participated (24.9%). 36.6% did not know whether the teaching strategies they used were evidence-based and another third (31.9%) believed they were “not at all” or “to a small extent” evidence-based. Similarly, 31.8% did not know whether the assessment tools they used were evidence-based and another third (39.7%) believed they were “not at all” or “to a small extent” evidence-based. PD’s were aware of research on teaching strategies (62.4%) and assessment tools (51.9%), but felt they did not have sufficient time to review relevant literature (72.1% for teaching and 64.1% for assessment). Conclusions: Canadian PD’s reported low awareness of evidence-based tools for teaching and assessment, implying a potential knowledge translation gap in medical education research.

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