Efficacy of implementing intermittent STOP THE BLEED® reviews on long term retention of hemorrhage control skills of first year medical students

Abstract Context Some medical schools integrate STOP THE BLEED® training into their curricula to teach students how to identify and stop life threatening bleeds; these classes that are taught as single day didactic and hands-on training sessions without posttraining reviews. To improve retention and confidence in hemorrhage control, additional review opportunities are necessary. Objectives To investigate whether intermittent STOP THE BLEED® reviews were effective for long term retention of hemorrhage control skills and improving perceived confidence. Methods First year osteopathic medical students were asked to complete an eight item survey (five Likert scale and three quiz format questions) before (pretraining) and after (posttraining) completing a STOP THE BLEED® training session. After the surveys were collected, students were randomly assigned to one of two study groups. Over a 12 week intervention period, each group watched a 4 min STOP THE BLEED® review video (intervention group) or a “distractor” video (control group) at 4 week intervals. After the 12 weeks, the students were asked to complete an 11 item survey. Results Scores on the posttraining survey were higher than the pretraining survey. The median score on the five Likert scale items was 23 points for the posttraining survey and 14 points for the pretraining survey. Two of the three knowledge based quiz format questions significantly improved from pretraining to posttraining (both p<0.001). On the 11 item postintervention survey, both groups performed similarly on the three quiz questions (all p>0.18), but the intervention group had much higher scores on the Likert scale items than the control group regarding their confidence in their ability to identify and control bleeding (intervention group median = 21.4 points vs. control group median = 16.8 points). Conclusions Intermittent review videos for STOP THE BLEED® training improved medical students’ confidence in their hemorrhage control skills, but the videos did not improve their ability to correctly answer quiz-format questions compared with the control group.

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Acquisition and Long-term Retention of Bedside Ultrasound Skills in First-Year Medical Students

Journal of Ultrasound in Medicine ◽

10.7863/ultra.15.09088 ◽

2016 ◽

Vol 35 (9) ◽

pp. 1967-1975 ◽

Cited By ~ 11

Author(s):

Peter Steinmetz ◽

Sharon Oleskevich ◽

John Lewis

Keyword(s):

Medical Students ◽

Bedside Ultrasound ◽

First Year ◽

Term Retention ◽

Long Term Retention ◽

First Year Medical Students

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Long-term Retention of Smoking Cessation Counseling Skills Learned in the First Year of Medical School

Journal of General Internal Medicine ◽

10.1007/s11606-007-0255-8 ◽

2007 ◽

Vol 22 (8) ◽

pp. 1161-1165 ◽

Cited By ~ 12

Author(s):

Lynn Y. Kosowicz ◽

Carol A. Pfeiffer ◽

Maximilian Vargas

Keyword(s):

Smoking Cessation ◽

Medical School ◽

First Year ◽

Counseling Skills ◽

Smoking Cessation Counseling ◽

Term Retention ◽

Long Term Retention

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Transferring the Sandwich Principle to Instructional Videos: Is It Worth the Effort?

10.21203/rs.3.rs-633837/v1 ◽

2021 ◽

Author(s):

Anna Bock ◽

Christina Thomas ◽

Marius Heitzer ◽

Philipp Winnand ◽

Florian Peters ◽

...

Keyword(s):

Test Scores ◽

Instructional Video ◽

Control Group ◽

Knowledge Gain ◽

Instructional Videos ◽

Term Retention ◽

Teaching Format ◽

Long Term Retention ◽

Improved Learning

Abstract Background: Applying sandwich principle to lectures has proven to be more effective for learning outcomes than classical lectures. Supposedly, this teaching format also leads to a beneficial knowledge transfer when applied to other teaching formats. Therefore, the aim of this study was to investigate the effect of the sandwich principle on instructional videos and how its use was evaluated by students.Methods: Participants (n = 51) were randomly allocated into two groups. Both groups were given a test to assess the baseline level of knowledge. Afterwards, the control group watched the normal instructional video on cleft lips and palates, while the sandwich group watched the same video modified according to the sandwich principle. The participants then had to answer 30 single-choice questions to assess their knowledge gain and evaluate the instructional video. Long-term retention of the knowledge was tested again 6 months later using the same test questions.Results: Comparison of the pre-test and post-test results of both groups showed significantly increased test scores (p < 0.0001). Regarding long-term retention, the mean test scores were still significantly higher in both groups than before watching the video (p < 0.0001). The evaluation showed that the students highly appreciated the modified video and found the interruptions for repetition of previously learned knowledge useful.Conclusion: The hypothesis that the modification of instructional videos according to the sandwich principle would lead to an improved learning outcome could not be proved subjectively or objectively. Nevertheless, the teaching format was highly appreciated by the students and may have increased their motivation to learn with instructional videos.

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Long-term retention and detection of oxytetracycline marks applied to hatchery-reared larval striped bass, Morone saxatilis

Canadian Journal of Fisheries and Aquatic Sciences ◽

10.1139/f97-280 ◽

1998 ◽

Vol 55 (3) ◽

pp. 539-543 ◽

Cited By ~ 19

Author(s):

Thomas R Reinert ◽

Julie Wallin ◽

Mary C Griffin ◽

Michael J Conroy ◽

Michael J Van Den Avyle

Keyword(s):

Striped Bass ◽

Retention Rate ◽

Morone Saxatilis ◽

First Year ◽

Detectable Change ◽

Savannah River ◽

Term Retention ◽

Long Term Retention ◽

Coded Wire Tags

Hatchery-reared larval striped bass, Morone saxatilis, destined for stocking in the Savannah River, Georgia, were immersed in oxytetracycline (OTC) to mark bony structures for later identification. Approximately 170 000 of these fish were raised to larger sizes and tagged with micromagnetic coded-wire tags (CWT). Recaptures of OTC-marked (OTC only) and marked and tagged (OTC and CWT) fish allowed us to determine retention of the OTC mark in otoliths to 3 years of age and to evaluate reader ability to detect those marks. The estimated retention rate was 80.2% for the first year, with no detectable change in additional years. Detection of OTC was age independent and estimated at 72.6% when one otolith was examined versus 92.5% when both otoliths were examined. Only 74.2% (retention x detection) of recaptures in this study would have been correctly identified as stocked fish if OTC alone was used as the marking method.

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The Effectiveness of Bioskills Training for Simulated Open Lumbar Laminectomy

Global Spine Journal ◽

10.1177/2192568217703337 ◽

2017 ◽

Vol 7 (8) ◽

pp. 794-800 ◽

Cited By ~ 8

Author(s):

Barrett S. Boody ◽

Brett D. Rosenthal ◽

Tyler J. Jenkins ◽

Alpesh A. Patel ◽

Jason W. Savage ◽

...

Keyword(s):

Medical Students ◽

Clinical Education ◽

Medical Center ◽

Academic Medical Center ◽

Intervention Group ◽

Training Session ◽

Senior Resident ◽

Control Group ◽

Junior Resident ◽

Training Module

Study Design: Randomized, prospective study within an orthopedic surgery resident program at a large urban academic medical center. Objectives: To develop an inexpensive, user-friendly, and reproducible lumbar laminectomy bioskills training module and evaluation protocol that can be readily implemented into residency training programs to augment the clinical education of orthopedic and neurosurgical physicians-in-training. Methods: Twenty participants comprising senior medical students and orthopedic surgical residents. Participants were randomized to control (n = 9) or intervention (n = 11) groups controlling for level of experience (medical students, junior resident, or senior resident). The intervention group underwent a 40-minute bioskills training module, while the control group spent the same time with self-directed study. Pre- and posttest performance was self-reported by each participant (Physician Performance Diagnostic Inventory Scale [PPDIS]). Objective outcome scores were obtained from a blinded fellowship-trained attending orthopedic spine surgeon using Objective Structured Assessment of Technical Skills (OSATS) and Objective Decompression Score metrics. Results: When compared with the control group, the intervention group yielded a significant mean improvement in OSATS ( P = .022) and PPDIS ( P = .0001) scores. The Objective Decompression Scores improved in the intervention group with a trend toward significance ( P = .058). Conclusions: We conclude that a concise lumbar laminectomy bioskills training session can be a useful educational tool for to augment clinical education. Although no direct clinical correlation can be concluded from this study, the improvement in trainee’s technical and procedural skills suggests that Sawbones training modules can be an efficient and effective tool for teaching fundamental spine surgical skills outside of the operating room.

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The role of the teacher in the implementation of a School-based intervention on the physical activity practice of children

10.31236/osf.io/hbrjd ◽

2019 ◽

Author(s):

Tegwen Gadais ◽

Theo Caron ◽

Marie Belle Ayoub ◽

Antony Karelis ◽

Luc Nadeau

Keyword(s):

Physical Activity ◽

Elementary School Teachers ◽

Intervention Group ◽

Training Session ◽

Control Group ◽

Successful Implementation ◽

School Teachers ◽

School Based

INTRODUCTION: Medium or long term intervention strategies on physical activity practice (PAP) need to be more effective in their implementation by practitioners. The aim of this study was to evaluate the role of a teacher to implement the Team Pentathlon (TP) in order to improve the PAP in children. METHODS: 203 children (age: 10-13years), grades 5 and 6 (intervention group [IG] N = 104, control group [CG] N = 99) were guided to increase their PAP during an 8-week period by 5 elementary school teachers (physical education or classroom) who received 4 training sessions. Levels of PAP (self-reported) were compared between groups (IG/CG), sex, socioeconomic status of the schools and between teachers: baseline and during TP. RESULTS: Several teachers noted significant increases in PAP in the IG for both boys and girls (p<.05 or p<.01), whereas others found only small improvements in PAP. One teacher even observed higher PAP in the CG. Training session records revealed that the teacher himself, how the TP is implemented, and proper resources were the 3 elements that explained the successful implementation of the TP program. CONCLUSION: The implementation of the TP significantly increased the PAP in children. Training sessions helped teachers to implement the TP program but personal engagement, motivation, respecting protocol and adequate environment are necessary in improving the PAP of children.

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The Flipped Classroom Is Effective for Medical Students to Improve Deep Tendon Reflex Examination Skills: A Mixed-Method Study

10.21203/rs.3.rs-139775/v1 ◽

2021 ◽

Author(s):

Shun Uchida ◽

Kiyoshi Shikino ◽

Kosuke Ishizuka ◽

Yosuke Yamauchi ◽

Yasutaka Yanagita ◽

...

Keyword(s):

Medical Students ◽

Flipped Classroom ◽

Deep Tendon Reflex ◽

Intervention Group ◽

General Medicine ◽

Likert Scale ◽

University Hospital ◽

Control Group ◽

Self Confidence ◽

Before And After

Abstract Background: Deep tendon reflexes (DTR) are a prerequisite skill in clinical clerkships. However, many medical students are not confident in their technique and need to be effectively trained. We evaluated the effectiveness of a flipped classroom for teaching DTR skills. Methods: We recruited 83 fifth-year medical students who participated in a clinical clerkship at the Department of General Medicine, Chiba University Hospital, from November 2018 to July 2019. They were allocated to the flipped classroom technique (intervention group, n=39) or the traditional technique instruction group (control group, n=44). Before procedural teaching, while the intervention group learned about DTR by e-learning, the control group did so face-to-face. A 5-point Likert scale was used to evaluate self-confidence in DTR examination before and after the procedural teaching (1=no confidence, 5=confidence). We evaluated the mastery of techniques after procedural teaching using the Direct Observation of Procedural Skills (DOPS). Unpaired t-test was used to analyze the results of the 5-point Likert scale and DOPS. We assessed self-confidence in DTR examination before and after procedural teaching using a free description questionnaire in the two groups. Additionally, in the intervention group, focus group interviews (FGI) (7 groups, n=39) were conducted to assess the effectiveness of the flipped classroom after procedural teaching.Results: Pre-test self-confidence in the DTR examination was significantly higher in the intervention group than in the control group (2.8 vs. 2.3, P=0.005). Post-test self-confidence in the DTR examination was not significantly different between the two groups (3.9 vs. 4.1, P=0.31), and so was mastery (4.3 vs. 4.1, P=0.68). The questionnaires before the procedural teaching revealed themes common to the two groups, including “lack of knowledge” and “lack of self-confidence.” Themes about prior learning, including “acquisition of knowledge” and “promoting understanding,” were specific in the intervention group. The FGI revealed themes including “application of knowledge,” “improvement in DTR technique,” and “increased self-confidence.” Conclusions: Teaching DTR skills to medical students in flipped classrooms improves readiness for learning and increases self-confidence in performing the procedure at a point before procedural teaching.

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The Role of the Teacher in the Implementation of a School-Based Intervention on the Physical Activity Practice of Children

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17197344 ◽

2020 ◽

Vol 17 (19) ◽

pp. 7344

Author(s):

Tegwen Gadais ◽

Theo Caron ◽

Marie-Belle Ayoub ◽

Antony Karelis ◽

Luc Nadeau

Keyword(s):

Physical Activity ◽

Elementary School Teachers ◽

Intervention Group ◽

Training Session ◽

Control Group ◽

Successful Implementation ◽

School Teachers ◽

School Based

Medium- or long-term intervention strategies for physical activity practice (PAP) need to be more effective in terms of their implementation by practitioners. The aim of this study was to evaluate the role of a teacher to implement the Team Pentathlon (TP) in order to improve the PAP in primary children. TP is a health education program made to improve PAP of children through individual and collective achievements. In this study, 203 children (age: 10–13 years) in grades 5 and 6 (intervention group (IG) N = 104, control group (CG) N = 99) were guided to increase their PAP during an eight-week period by five elementary school teachers (physical education or classroom) who had received four training sessions. Levels of PAP (self-reported) were compared between groups (IG/CG), sex, socioeconomic status of the schools and between teachers: baseline and during TP. Several teachers noted significant increases in PAP in the IG for both boys and girls (p ≤ 0.05 or p < 0.01), whereas others found only small improvements in PAP. One teacher even observed higher PAP in the CG. Training session records revealed that the teacher himself, how the TP is implemented, and proper resources were the three elements that explained the successful implementation of the TP program. The implementation of the TP significantly increased the PAP in primary children. Training sessions helped teachers to implement the TP program but personal engagement, motivation, respecting protocol, and an adequate environment are also necessary in improving the PAP of children.

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