Pediatric Residents' Performance of Ankle and Knee Examinations After an Educational Intervention

PEDIATRICS ◽  
2001 ◽  
Vol 107 (4) ◽  
pp. e52-e52 ◽  
Author(s):  
Albert C. Hergenroeder ◽  
Joseph N. Chorley ◽  
Larry Laufman ◽  
Amy C. Fetterhoff
Keyword(s):  
Educational Intervention ◽  
Pediatric Residents

P029 Anaphylaxis: impact of a targeted educational intervention on the knowledge and practices of pediatric residents

2017 ◽  
Vol 119 (5) ◽  
pp. S26
Author(s):  
M. Chitty Lopez ◽  
A. Goyal ◽  
D. Vellaichamy Manian ◽  
E. Pollak-Christian ◽  
M. Vastardi
Keyword(s):  
Educational Intervention ◽  
Pediatric Residents

scholarly journals Educational intervention to improve the knowledge of hand hygiene in pediatric residents and nurses

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Muhammad Faheem Afzal ◽  
Muhammad Haroon Hamid ◽  
Azra Parveen ◽  
Asif Hanif
Keyword(s):  
Hand Hygiene ◽  
Educational Intervention ◽  
Test Score ◽  
P Value ◽  
Practical Training ◽  
Pretest Score ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Pediatric Residents ◽  
Post Test

Objectives: To assess the improvement in the knowledge of hand hygiene in Pediatric residents and nurses after theoretical and hands-on educational intervention Methods: This study was a questionnaire‑based cross‑sectional survey carried out in the department of Pediatrics, King Edward Medical University/ Mayo hospital Lahore in two weeks period. Total 41 Pediatrics residents and nurses, participated in the study. Initially a pretest questionnaire was given to each participant, followed by an educational intervention: a day’s worth of didactic lectures and practical training of practices for infection control. After two weeks, an identical post-test questionnaire was sent to the participants via email. Data were statistically analyzed through SPSS 22. Z test was applied to see the normality of data while paired t test was applied to compare the pretest score with posttest score. Results: Of 41 participants who attended the workshop, 34 participants responded to post‑test giving an overall response rate of 83%. Out of 34, there were 27(80%) doctors and 7(20%) nurses, who participated in workshop. Each item of the questionnaire was analyzed, showing that pretest score for questions related to indication for hand washing, minimum timings required for hand rub, and spread of infection from unclean hands was quite low, as compared to post-test score, indicating statistically significant increment (p value 0.000, 0.001and 0.046 respectively). Mean pre-test score for doctors was 3.22 while for nurses, it was 3.14, whereas post-test score was 4.51 and 4.00 for doctors and nurses respectively. Overall, there was statistically significant increase in knowledge after educational intervention. Conclusion: There is statistically significant impact of educational intervention on improving the knowledge of Pediatric residents and nurses with respect to hand hygiene practices. doi: https://doi.org/10.12669/pjms.35.3.388 How to cite this:Afzal MF, Hamid MH, Parveen A, Hanif A. Educational intervention to improve the knowledge of hand hygiene in pediatric residents and nurses. Pak J Med Sci. 2019;35(3):---------. doi: https://doi.org/10.12669/pjms.35.3.388 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Discussing Serious News

2016 ◽  
Vol 34 (3) ◽  
pp. 254-257 ◽  
Author(s):  
Hilary Flint ◽  
Mark Meyer ◽  
Monir Hossain ◽  
Melissa Klein
Keyword(s):  
Communication Skills ◽  
Educational Intervention ◽  
Role Play ◽  
Perceived Efficacy ◽  
Pediatric Residents ◽  
Qualitative And Quantitative ◽  
Bereaved Parents ◽  
Quantitative Results ◽  
The Impact

Aim: The ability to communicate serious news to patients and families in a caring and compassionate way is a critical skill for physicians. This study explores the impact of a novel communication skills workshop that included bereaved parents in role play on pediatric residents’ confidence to communicate serious news. Methods: Following the workshop, pediatric residents were surveyed to assess their perceived efficacy of the educational intervention. The survey included anchored response and open-ended questions to yield qualitative and quantitative results. Results: After completing the workshop, residents’ confidence in discussing goals, managing emotions, and expressing empathy all increased significantly. Residents reported that the inclusion of bereaved parents was beneficial since it made the experience more realistic. In addition, they believed their ability to communicate with patients and families had improved. Conclusions: Including bereaved parents in this communication skills workshop improved the residents’ confidence in discussing serious topics and enhanced the reality of the experience.

Breaking bad news is a teachable skill in pediatric residents: A feasibility study of an educational intervention

2015 ◽  
Vol 98 (6) ◽  
pp. 748-752 ◽  
Author(s):  
Suzanne Reed ◽  
Karyn Kassis ◽  
Rollin Nagel ◽  
Nicole Verbeck ◽  
John D. Mahan ◽  
...  
Keyword(s):  
Feasibility Study ◽  
Educational Intervention ◽  
Bad News ◽  
Breaking Bad News ◽  
Pediatric Residents ◽  
Breaking Bad

scholarly journals An Educational Intervention to Improve Inpatient Documentation of High-risk Diagnoses by Pediatric Residents

2018 ◽  
Vol 8 (7) ◽  
pp. 430-435 ◽  
Author(s):  
Deepa Kulkarni ◽  
Jayme Heath ◽  
Amanda Kosack ◽  
Nicholas J. Jackson ◽  
Audrey Crummey
Keyword(s):  
High Risk ◽  
Educational Intervention ◽  
Pediatric Residents

Outcomes of a Randomized Controlled Educational Intervention to Train Pediatric Residents on Caring for Children With Special Health Care Needs

2015 ◽  
Vol 54 (7) ◽  
pp. 659-666 ◽  
Author(s):  
Jori F. Bogetz ◽  
Julia M. Gabhart ◽  
Caroline E. Rassbach ◽  
Lee M. Sanders ◽  
Fernando S. Mendoza ◽  
...  
Keyword(s):  
Health Care ◽  
Educational Intervention ◽  
Special Health Care Needs ◽  
Health Care Needs ◽  
Care Needs ◽  
Special Health Care ◽  
Pediatric Residents ◽  
Randomized Controlled ◽  
Special Health

Case-based simulation empowering pediatric residents to communicate about diagnostic uncertainty

Diagnosis ◽  
2018 ◽  
Vol 5 (4) ◽  
pp. 243-248 ◽  
Author(s):  
Maren E. Olson ◽  
Emily Borman-Shoap ◽  
Karen Mathias ◽  
Timothy L. Barnes ◽  
Andrew P.J. Olson
Keyword(s):  
Educational Intervention ◽  
Two Phase ◽  
Advanced Learners ◽  
Pediatric Residents ◽  
Diagnostic Uncertainty ◽  
Clinical Uncertainty ◽  
Resident Physicians ◽  
Simulation Based ◽  
Learner Perceptions ◽  
Clinical Environments

Abstract Background Uncertainty is ubiquitous in medical practice. The Pediatrics Milestones from the Accreditation Council on Graduate Medical Education state that advanced learners should acknowledge and communicate about clinical uncertainty. If uncertainty is not acknowledged, patient care may suffer. There are no described curricula specifically aimed to improve learners’ ability to acknowledge and discuss clinical uncertainty. We describe an educational intervention designed to fill this gap. Methods Second-year pediatric residents engaged in a two-phase simulation-based educational intervention designed to improve their ability to communicate about diagnostic uncertainty with patients and caregivers. In each phase, residents engaged in two simulated cases and debriefs. Performance was assessed after each simulated patient encounter using standardized metrics, along with learner perceptions of the experience. Results Residents’ skills in communicating with patients and families about diagnostic uncertainty improved after this intervention (mean score post 3.84 vs. 3.28 pre on a five-point Likert scale, p<0.001). Residents rated the experience as relevant, challenging and positive. Conclusions This prospective study suggests that a simulation-based intervention was effective in improving resident physicians’ skills in communicating about diagnostic uncertainty with patients and families. Further study is needed to determine how learners perform in real clinical environments.

Structured Educational Intervention Leads to Better Infant Positioning in the NICU

2018 ◽  
Vol 37 (2) ◽  
pp. 70-77
Author(s):  
Saadieh Masri ◽  
Perla Ibrahim ◽  
Daniel Badin ◽  
Samar Khalil ◽  
Lama Charafeddine
Keyword(s):  
Educational Intervention ◽  
Assessment Tool ◽  
Knowledge Assessment ◽  
Pediatric Residents ◽  
Developmental Care ◽  
Care Assessment ◽  
Hands On ◽  
The Mean ◽  
Nurses And Physicians ◽  
Neuromotor Development

PurposeThe purpose is to test the effectiveness of an educational intervention in improving infant positioning because positioning may interfere with neuromotor development.MethodsA quality improvement (QI) project was initiated to increase knowledge and improve the compliance of nurses and physicians in infant positioning using the Infant Positioning Assessment Tool (IPAT). The project was part of Neonatal Individualized Developmental Care Assessment Program (NIDCAP) training. It included informal discussion and practice about infant positions.Main Outcome VariablesStaff knowledge, IPAT score.ResultsFifty-two pediatric residents and 39 NICU nurses participated in this project. The mean knowledge assessment test score improved significantly for both nurses (p< .0001) and residents (p< .0001) postintervention; IPAT scores increased significantly from 3.4 (±2. 5) to 8.1 (±2.7) (p< .001).ConclusionNurses’ education with hands-on practice improved infant positioning in the NICU; this may lead to fewer positional deformities and possibly an improved developmental outcome.

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