scholarly journals Paradigm Transition from the “Department Model” to the “Comprehensive Dental Care” Teaching Model

2021 ◽  
Author(s):  
Nadia Khalifa ◽  
Amel Ghazi Hamseh ◽  
Abdallah Michail ◽  
Manal M. Awad
Keyword(s):  
Dental Care ◽  
Clinical Training ◽  
Holistic Approach ◽  
Comprehensive Care ◽  
Training Methods ◽  
Patient Centered ◽  
Self Assessment ◽  
Oral Rehabilitation ◽  
Case Presentations ◽  
Consistent Information

Abstract Background This study aimed to assess students’ perceptions of the gains and challenges of the patient-centered comprehensive care methodology of dental clinical training. Methods Self-administered questionnaires were completed by 58 out of 93 students following the end of the academic term 2017–2018. Results Most of the students 43 (74%) understood the philosophy behind a holistic approach to patients’ dental care and employing a multidisciplinary style. Students’ self-assessment showed significant preponderance 41 (71%) (P = 0.026) concerning treatment phases and procedural abilities as well as enhancement of their oral rehabilitation case presentations 50 (86%) (P = 0.0001). Half of the students were not able understand what they needed to work on from their daily continuous clinical assessment grades. The comprehensive dental care (CDC) concept helped them gain more confidence 44 (76%) (P = 0.005) and although students benefited from the interaction with specialists and peers the main advantage was having fixed mentors throughout the year (P = 0.000). Conclusions The results, besides highlighting the benefits, also address some of the shortcomings of the comprehensive care curriculum especially when it comes to grading. Consequently, there is a need for standardized and regular calibration exercises for clinical tutors (general practitioners) and specialists to enable them to impart consistent information to clinical graduates. It is also necessary for students to receive sufficient feedback on their assessment grades to help them understand and improve upon their deficiencies.

The importance of a holistic approach to stoma care: A case review

WCET Journal ◽  
2019 ◽  
pp. 23-32
Author(s):  
Melanie C Perez
Keyword(s):  
Ileal Conduit ◽  
Enterocutaneous Fistula ◽  
Foley Catheter ◽  
Holistic Approach ◽  
Comprehensive Care ◽  
Case Review ◽  
High Output ◽  
Stoma Care

This case review discusses the importance of providing a holistic approach to the care of a patient with two stomas and an enterocutaneous fistula. In this case, the stomas and fistula significantly affected the patient; not just physically but emotionally and socially. The different challenges that arose in pouching a high-output ileostomy, enterocutaneous fistula and ileal conduit with Foley catheter in situ are explored. It also delves into the various options for discharging a patient with complex ostomy complications requiring different needs and resources. Finally, it aims to highlight the therapeutic comprehensive care the stomal therapy nurse provided to the patient and their family.

scholarly journals Core Values of Family Physicians and General Practitioners in the African Context

2021 ◽  
Vol 8 ◽  
Author(s):  
Henry J. O. Lawson ◽  
David N. N. Nortey
Keyword(s):  
Family Medicine ◽  
General Practitioners ◽  
Clinical Training ◽  
Online Survey ◽  
Family Physicians ◽  
Core Values ◽  
Training Methods ◽  
African Countries ◽  
The Core ◽  
Daunting Task

Introduction: Family Medicine is a growing specialty in the medical world. While it is expected that the specialty should have its own unique and established core values and tasks, the breath of the practice in several countries of the world has made this a daunting task. Core values and Tasks have far reaching effects on professions. They guide development of curricula, methods of instruction, standards of performance and even the culture of the profession. We aimed to explore the core value system of Family Physicians and General Practitioners practicing in Africa.Methods: Using the Delphi technique, a purposive selection of African Family Medicine practitioners in academia, public service, private practice and clinical training across Central, East, North, South and West Africa was conducted. Participants were asked to select five core values from an alphabetically collated global list of 29 core values in an online survey. The five most selected core values were collated and sent out in the second round to the participants to rank in order of importance.Results: Practitioners from nine African countries in three out of the five United Nations subregions of Africa completed the study. The first round of the study saw participation of a team of nineteen experts who selected the following five core values—Comprehensive care, Continuity of Care, Collaborative Care, Patient centered care, and Life-long learning.Discussion/Conclusion: The core values selected were not very different from global literature. These core values should guide the development of curricula, standardization of training methods and creation of benchmarks for standards of practice for the specialty in Africa.

Developing, implementing, and validating a social toxicity assessment tool of cancer (STAT-C).

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. e24115-e24115
Author(s):  
Abdul-Rahman Jazieh ◽  
Hoda Jradi ◽  
Omar B. Da'ar ◽  
Mohammad Alkaiyat ◽  
Yousuf Zafar ◽  
...  
Keyword(s):  
Social Relations ◽  
Social Impact ◽  
Assessment Tool ◽  
Holistic Approach ◽  
Arabic Language ◽  
Toxicity Assessment ◽  
Face Validity ◽  
Patient Centered ◽  
Patients With Cancer ◽  
The Social

e24115 Background: The social impact of cancer on patients and their family is well known. Yet, unlike with physical and financial toxicities, no validated tools are available to measure this impact. This study aimed at developing, validating, and implementing a novel social toxicity assessment tool for patients with cancer diagnosis (STAT-C). Methods: Questions were generated through multiple steps including focus groups of patients, their families, and oncology care professionals. Content validity, internal consistency, face validity and factor analysis were conducted. The questionnaire (in Arabic language) was administered to 150 patients with cancer served at King Abdulaziz Medical City, Riyadh, Saudi, Arabia. Results: STAT-C contains 14 items covering three domains: Social Relations domain (eight questions) related to relationship with parents, spouse, children, siblings, friends, members of congregation, and caregiver; Social Activities domain (two questions) measures participation in social events and leisure; and Economic Impact domain (four questions) related to standard of living, finances, and loss of job. The total possible score for each patient for the 14 items in the tool varied between -28 and +28 (Range = 56). Dividing the range by three levels of a socioeconomic toxicity yielded the length of each level, which effectively defined the categories as- Severe social toxicity (SST score: -28 to -9.3), mild social toxicity (MST: -9.2 to 9.5) and no social toxicity (NST: 9.6 to 28). Conclusions: Our study revealed that STAT-C is a valid and reliable tool in assessing the social toxicity of cancer in Arabic-speaking patients. Validating the tool in an English-speaking population is planned. The tool should enable oncology professionals to deliver better patient-centered care as a component of a holistic approach.

scholarly journals A home-based comprehensive care model in patients with Multiple Sclerosis: A study pre-protocol

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 872 ◽  
Author(s):  
Lufei Young ◽  
Kathleen Healey ◽  
Mary Charlton ◽  
Kendra Schmid ◽  
Rana Zabad ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Multiple Sclerosis ◽  
Intervention Group ◽  
Care Program ◽  
Comprehensive Care ◽  
Care Model ◽  
Patient Centered ◽  
Home Based ◽  
Comprehensive Care Model

Background Disability is prevalent in individuals with multiple sclerosis (MS), leading to difficulty in care access, significant caregiver burden, immense challenges in self-care and great societal burden.  Without highly coordinated, competent and accessible care, individuals living with progressive MS experience psychological distress, poor quality of life, suffer from life-threatening complications, and have frequent but avoidable healthcare utilizations. Unfortunately, current healthcare delivery models present severe limitations in providing easily accessible, patient-centered, coordinated comprehensive care to those with progressive MS. We propose a home-based comprehensive care model (MAHA) to address the unmet needs, challenges, and avoidable complications in individuals with progressive MS with disabling disease.Objective The article aims to describe the study design and methods used to implement and evaluate the proposed intervention.  Method The study will use a randomized controlled design to evaluate the feasibility of providing a 24-month, home-based, patient-centered comprehensive care program to improve quality of life, reduce complications and healthcare utilizations overtime (quarterly) for 24 months. A transdisciplinary team led by a MS-Comprehensivist will carry out this project. Fifty MS patients will be randomly assigned to the intervention and usual care program using block randomization procedures. We hypothesize that patients in the intervention group will have fewer complications, higher quality of life, greater satisfaction with care, and reduced healthcare utilization. The proposed project is also expected to be financially sustainable in fee-for-service models but best suited for and gain financial success in valued-based care systems.  Discussion This is the first study to examine the feasibility and effectiveness of a home-based comprehensive care management program in MS patients living with progressive disability. If successful, it will have far-reaching implications in research, education and practice in terms of providing high quality but affordable care to population living with severe complex, disabling conditions.

scholarly journals Pre Clinical- Basic Sciences Teaching Curriculum of a Medical School in a Developing Country -Are We Doing it Right?

2015 ◽  
Vol 9 (2) ◽  
pp. 98-104
Author(s):  
Kushani Rasangika Atukorala ◽  
Piyusha Atapattu
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Clinical Significance ◽  
Clinical Training ◽  
Training Methods ◽  
Basic Sciences ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Clinical Exposure ◽  
Teaching Time

Background: Preclinical teaching of basic sciences provides the basis for the development of clinical reasoning skills and the ability to make management decisions. However, many senior undergraduates, pre-interns and doctors indicate that basic sciences knowledge is poorly recalled and has little relevance to their clinical practice. Objectives: To explore the perceptions of medical students in their clinical years, and pre-interns about the basic sciences courses taught to them in the preclinical years, and to assess how each group rates the applicability of these courses to current clinical training. Methods: A descriptive cross-sectional study was conducted among 118 pre-interns and 146 undergraduate medical students using a self-administered questionnaire, regarding their perceptions on preclinical basic sciences teaching. For statistical analysis chi square test was applied. Results: More than 75% both pre-interns and undergraduates agreed that preclinical teaching was useful and relevant for future clinical work. 50-75% frequently revisited preclinical subjects despite unapparent clinical significance. 55% couldn’t remember most of preclinical content. Physiology was the most retained (76%) and most clinically relevant subject (80%). Majority of (>60%) both the groups suggested more teaching time and >75% suggested concurrent clinical exposure for preclinical teaching. Undergraduates and preinterns differed in that 56% of undergraduates and 37% of pre-interns had studied pre clinical subjects just to pass examinations (p<0.01) Conclusions: Majority of undergraduates and pre-interns felt that preclinical teaching is interesting and relevant for future clinical practice, though recall and clinical significance were suboptimal. Revising teaching methods with interdisciplinary integration, early clinical exposure showing relevance of basic sciences and allocating more teaching time utilizing clinicians should be considered. DOI: http://dx.doi.org/10.3329/jbsp.v9i2.22806 Bangladesh Soc Physiol. 2014, December; 9(2): 98-104

scholarly journals Lack of Accredited Clinical Training in Movement Disorders in Europe, Egypt, and Tunisia

2020 ◽  
Vol 10 (4) ◽  
pp. 1833-1843
Author(s):  
Gertrúd Tamás ◽  
Margherita Fabbri ◽  
Cristian Falup-Pecurariu ◽  
Tiago Teodoro ◽  
Mónica M. Kurtis ◽  
...  
Keyword(s):  
Internal Medicine ◽  
General Practice ◽  
North Africa ◽  
Movement Disorders ◽  
Clinical Training ◽  
Training Programs ◽  
Subspecialty Training ◽  
Educational Tools ◽  
Printed Books ◽  
Case Presentations

Background: Little information is available on the official postgraduate and subspecialty training programs in movement disorders (MD) in Europe and North Africa. Objective: To survey the accessible MD clinical training in these regions. Methods: We designed a survey on clinical training in MD in different medical fields, at postgraduate and specialized levels. We assessed the characteristics of the participants and the facilities for MD care in their respective countries. We examined whether there are structured, or even accredited postgraduate, or subspecialty MD training programs in neurology, neurosurgery, internal medicine, geriatrics, neuroradiology, neuropediatrics, and general practice. Participants also shared their suggestions and needs. Results: The survey was completed in 31/49 countries. Structured postgraduate MD programs in neurology exist in 20 countries; structured neurology subspecialty training exists in 14 countries and is being developed in two additional countries. Certified neurology subspecialty training was reported to exist in 7 countries. Recommended reading lists, printed books, and other materials are the most popular educational tools, while courses, lectures, webinars, and case presentations are the most popular learning formats. Mandatory activities and skills to be certified were not defined in 15/31 countries. Most participants expressed their need for a mandatory postgraduate MD program and for certified MD sub-specialization programs in neurology. Conclusion: Certified postgraduate and subspecialty training exists only in a minority of European countries and was not found in the surveyed Egypt and Tunisia. MD training should be improved in many countries.

Relationship Between Academic Performance and Student Self-Assessment of Clinical Performance in the College of Podiatric Medicine and Surgery

2016 ◽  
Vol 106 (3) ◽  
pp. 214-217
Author(s):  
Robert M. Yoho ◽  
Vassilios Vardaxis ◽  
Kelsey Millonig
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Clinical Training ◽  
Clinical Performance ◽  
Pearson Correlation ◽  
Self Assessment ◽  
Grade Point ◽  
Student Academic Performance ◽  
Pearson Correlation Test ◽  
Assessment Of Clinical Performance

Background: Student self-assessment is viewed as an important tool in medical education. We sought to identify the relationship between student academic performance and third-year clinical performance self-assessment. No such study exists in podiatric medical education. Methods: Third-year podiatric medical students from the classes of 2012 through 2014 completed a self-assessment of their performance for each of five broad clinical podiatric medical domains (Professionalism, Medicine, Radiology, Surgery, and Biomechanics/Orthopedics). The assessment was completed after students finished the first 12 weeks of their third-year clinical rotations (PRE) and a second time at the conclusion of the third year (POST). The mean self-assessment score for PRE and POST surveys for all combined domains was determined for each student. This mean was compared with the student's 3-year cumulative grade point average (GPA). Students' clinical experiences for the year were essentially identical. Results: No statistically significant correlation was identified between cumulative GPA and the PRE and POST clinical self-assessments or with the change between PRE and POST assessments based on the Pearson correlation test for each class separately or on the pooled data. Conclusions: Published studies in allopathic medical education have shown that students with lower GPAs tend to rate their clinical performance higher in initial clinical performance self-assessment. Our results show that student academic performance was not correlated with clinical performance self-assessment. These findings may be due to the explicit description of successful clinical competency completion, the orientation students receive before the start of clinical training, and the continuous feedback received from clinical preceptors.

Application of Digital Human Models to Physiotherapy Training

2017 ◽  
Vol 17 (3) ◽  
Author(s):  
Takao Kakizaki ◽  
Mai Endo ◽  
Jiro Urii ◽  
Mitsuru Endo
Keyword(s):  
Clinical Training ◽  
Three Dimensional ◽  
Human Model ◽  
Training Methods ◽  
Information And Communications Technologies ◽  
Digital Human Model ◽  
Digital Human Models ◽  
Video Archives ◽  
Digital Human ◽  
Physiotherapy Education

The importance of physiotherapy is becoming more significant with the increasing number of countries with aging populations. Thus, the education of physiotherapists is a crucial concern in many countries. Information and communications technologies, such as motion capture systems, have been introduced to sophisticate the training methods used in physiotherapy. However, the methods employed in most training schools for physiotherapists and occupational therapists remain dependent on more conventional materials. These materials include conventional textbooks with samples of traditional gait motion photographs and video archives of patients' walking motion. Actual on-site clinical training is also utilized in current physiotherapy education programs. The present paper addresses an application of a previously developed digital human model called the kinematic digital human (KDH) to physiotherapy education with a focus on improving students' understanding of the gait motion of disabled patients. KDH models for use in physiotherapy were constructed based on Rancho Los Amigos National Rehabilitation Center (RLANRC) terminology, which is considered the preferred standard among clinicians. The developed KDH models were employed to allow the three-dimensional visualization of the gait motion of a hemiplegic patient.

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