scholarly journals Avoiding Fumbles: Online Patient Handoff Training

PRiMER ◽  
2020 ◽  
Vol 4 ◽  
Author(s):  
Jack Wells ◽  
Dena Higbee ◽  
Jen Doty ◽  
Elaine Louder
Keyword(s):  
Clinical Training ◽  
Training Session ◽  
Clinical Information ◽  
Standardized Patient ◽  
Training Methods ◽  
Online Environment ◽  
Patient Handoff ◽  
Clinical Patient ◽  
Curriculum Adaptation ◽  
Patient Handoffs

Introduction: The COVID-19 pandemic required rapid curriculum adaptation to online delivery. Given the importance of accurate clinical patient handoffs, we adapted simulation-based medical student training in clinical patient handoffs. We scored the accuracy of the information students presented. We also elicited student feedback to determine their perceptions of the event and their evaluations of the effectiveness of the training. Methods: Twenty-six third-year medical students participated online via Zoom. Students participated in groups of three or four students. They sequentially encountered a standardized patient. Clinical information and physical exam findings were handed off from student to student until the encounter was complete. The student group then debriefed with faculty. Students were evaluated based on the proportion of clinical information handed off to the following student. Students also evaluated the training session. Results: The first student handoff included 73.4% of the available information. In subsequent handoffs, the percentage fell to 43%. All students said they felt the training was helpful in practicing patient handoffs and interactions with colleagues. Negative student comments focused on perceived deficiencies in session planning and standardized patient training. Conclusions: This rapidly developed simulation session demonstrated that clinical training in patient handoffs can be adapted to an online environment. In order to ensure success, faculty should carefully consider logistical adjustments required to transition from a patient contact setting to an online environment. Meticulous preparation and attention to detail will ensure that training is successful.

scholarly journals A Novel Microsurgical Suturing Pilot Course for Ophthalmology Residents Based on Kern's Model for Curriculum Development

2020 ◽  
Vol 12 (02) ◽  
pp. e244-e250
Author(s):  
Aliya C. Roginiel ◽  
Christopher C. Teng ◽  
Jessica H. Chow
Keyword(s):  
Curriculum Development ◽  
Clinical Training ◽  
Training Session ◽  
Surgical Instruments ◽  
Knowledge Assessment ◽  
Skills Assessment ◽  
Practical Skills ◽  
Teaching Session ◽  
Suturing Techniques ◽  
Practice Time

Abstract Background Sutureless ophthalmic procedures are becoming more commonplace, reducing opportunities for ophthalmology residents to learn microsurgical suturing techniques. There is no standard curriculum in place to address this gap in clinical training among ophthalmology residency programs. Objective The aim of this study was to design, implement, and evaluate a preliminary microsurgical suturing curriculum for ophthalmology residents using Kern's six-step approach for curriculum development as a guideline, and the principles of distributed practice and guided, self-directed practice. Methods We designed a faculty-led teaching session on fundamental microsurgical suturing techniques for all 15 ophthalmology residents from Yale University over one academic year. Suturing skills were evaluated, followed by a guided teaching session, 30 days of self-directed practice time, and a re-evaluation of skills. The residents were evaluated through a written knowledge assessment and practical skills assessment. The residents also evaluated their skill level before and after the teaching session and practice period through written Likert-scale surveys. Data were evaluated in Excel using descriptive statistics and the paired t-test. Results After the session, postgraduate year 2 (PGY-2) residents felt more confident in recognition and use of surgical instruments (p < 0.01). PGY-3 residents felt less confident in their knowledge of microsurgical suturing after the session (p = 0.02). PGY-4 residents felt they were better able to identify different suture types after the session (p = 0.02). All residents improved on the written knowledge assessment (p < 0.001) and in all categories of the practical skills assessment (p < 0.001). Conclusions Implementation of a faculty-led microsurgical suturing training session, followed by 1-month of practice time, significantly improved residents' knowledge and practical application of various microsurgical suturing techniques that are necessary for performing common ophthalmic procedures.

scholarly journals A standardized patient and faculty’s viewpoint on working together on an autism spectrum disorder simulation

2018 ◽  
Vol 8 (7) ◽  
pp. 91 ◽  
Author(s):  
Constance E. McIntosh ◽  
Cynthia Thomas ◽  
Andrew Edwards
Keyword(s):  
Nursing Students ◽  
Skill Acquisition ◽  
Personal Experience ◽  
Clinical Training ◽  
Autism Spectrum ◽  
Standardized Patient ◽  
Clinical Experiences ◽  
Clinical Simulation ◽  
Patient’S Experience ◽  
Working Together

Simulated clinical experiences are an alternative to on-site clinical training.  Focused simulations allow for teaching, clinical feedback, and adjustments in patient interaction strategies conducted in controlled real-time environments. Simulations allow nursing students to develop skill acquisition, improve critical thinking, problem-solving, and decision making especially when using a standardized patient (SP). The International Organization for Clinical Simulation and Learning defines and SP as an individual specifically educated to depict a patient or person with a particular condition or behavior in a realistic, consistent and repeatable method and educated to consistently represent a patient or person in a scripted situation to instruct, practice, and evaluate. While there is a plethora of information about the participants experience with the simulation process little is known about the SP’s personal experience. This paper discusses the standardized patient’s experience and the faculty viewpoints after several autism simulations were implemented.

scholarly journals Avoiding Occupational Diseases in Industry by Adapting the Training Methods to the New Technologies

2020 ◽  
Vol 21 (2) ◽  
pp. 56-59
Author(s):  
Petru Iulian Mureșan ◽  
Ioan Milosan ◽  
Dorin Senchetru ◽  
Adrian Nicolae Reit
Keyword(s):  
Occupational Diseases ◽  
Occupational Safety ◽  
New Technologies ◽  
Online Communication ◽  
Training Methods ◽  
Online Environment ◽  
State Of Emergency ◽  
Work From Home ◽  
Safety And Health ◽  
To Receive

The most common occupational diseases in the industry are mainly due to the non-compliance with the employer's obligation to provide appropriate training in the workplace. This is often performed only by signing training forms only formally. With this fact in mind, we analyze in this paper the occupational diseases in industry specific to Brașov County, presented in the reports of Brașov Labor Inspectorate, from 2005 to 2019. This study was conducted based on the number of occupational diseases due to silicosis, related to the total number of occupational diseases in Brașov County (study period between 2005 and 2019). Given the state of emergency generated by the COVID-19 pandemic, in order to prevent the spread of this virus and to carry out activities using work from home, telework, and to avoid the interaction between workers as much as possible, online communication with employees is considered as being the only way that allows at the same time both the observance of the measures imposed to prevent the spread of the virus and the implementation of the obligations regarding training on occupational safety and health, which the employer has according to the laws in force. In this context, analyzing the values obtained from the experimental data (number of occupational diseases due to silicosis, related to the total number of occupational diseases in Brasov County) it is identified and solved in the paper the use of online environment, especially in remotely training the workers, who have the opportunity to receive training documents, analyze them, sign them electronically and send them to the employer in electronic format and in this way, being trained even in special situations.

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.

scholarly journals Assessing Diagnostic Reasoning Using a Standardized Case-Based Discussion

2019 ◽  
Vol 6 ◽  
pp. 238212051984941 ◽  
Author(s):  
Ruth M Sutherland ◽  
Katharine J Reid ◽  
Neville G Chiavaroli ◽  
David Smallwood ◽  
Geoffrey J McColl
Keyword(s):  
Medical Students ◽  
Student Performance ◽  
Clinical Training ◽  
Medical Training ◽  
Clinical Information ◽  
Performance Standards ◽  
Diagnostic Reasoning ◽  
First Year ◽  
Oral Assessment ◽  
Case Based

Background: Development of diagnostic reasoning (DR) is fundamental to medical students’ training, but assessing DR is challenging. Several written assessments focus on DR but lack the ability to dynamically assess DR. Oral assessment formats have strengths but have largely lost favour due to concerns about low reliability and lack of standardization. Medical schools and specialist medical colleges value many forms of oral assessment (eg, long case, Objective Structured Clinical Examination [OSCE], viva voce) but are increasingly searching for ways in which to standardize these formats. We sought to develop and trial a Standardized Case-Based Discussion (SCBD), a highly standardized and interactive oral assessment of DR. Methods: Two initial cohorts of medical students (n = 319 and n = 342) participated in the SCBD as part of their assessments. All students watch a video trigger (based on an authentic clinical case) and discuss their DR with an examiner for 15 minutes. Examiners probe students’ DR and assess how students respond to new standardized clinical information. An online examiner training module clearly articulates expected student performance standards. We used student achievement and student and examiner perceptions to gauge the performance of this new assessment form over 2 implementation years. Results: The SCBD was feasible to implement for a large student cohort and was acceptable to students and examiners. Most students and all examiners agreed that the SCBD discussion provided useful information on students’ DR. The assessment had acceptable internal consistency, and the associations with other assessment formats were small and positive, suggesting that the SCBD measures a related, yet novel construct. Conclusions: Rigorous, standardized oral assessments have a place in a programme of assessment in initial medical training because they provide opportunities to explore DR that are limited in other formats. We plan to incorporate an SCBD into our clinical assessments for the first year of clinical training, where teaching and assessing basic DR is emphasized. We will also explore further examiners’ understanding of and approach to assessing DR.

scholarly journals Measuring Training Load in Dance: The Construct Validity of Session-RPE

2019 ◽  
Vol 34 (1) ◽  
pp. 1-5 ◽  
Author(s):  
Brenton Surgenor ◽  
Matthew Wyon
Keyword(s):  
Construct Validity ◽  
Convergent Validity ◽  
Perceived Exertion ◽  
Training Session ◽  
Team Sports ◽  
Training Load ◽  
Rating Of Perceived Exertion ◽  
Training Methods ◽  
Dance Training ◽  
Strong Positive Relationship

OBJECTIVE: The session rating of perceived exertion (session-RPE) is a practical and non-invasive method that allows a quantification of internal training load (ITL) in individual and team sports. As yet, no study has investigated its construct validity in dance. This study examines the convergent validity between the session-RPE method and an objective heart rate (HR)-based method of quantifying the similar ITL in vocational dance students during professional dance training. METHODS: Ten dance students (4 male, 20±1.16 yrs; 6 female, 20±0.52 yrs) participated in this study. During a normal week of training, session-RPE and HR data were recorded in 96 individual sessions. HR data were analysed using Edwards-TL method. Correlation analysis was used to evaluate the convergent validity between the session-RPE and Edwards-TL methods for assessing ITL in a variety of training modes (contemporary, ballet, and rehearsal). RESULTS: The overall correlation between individual session-RPE and Edwards-TL was r=0.72, p<0.0001, suggesting there was a statistically significantly strong positive relationship between session-RPE and Edwards-TL. This trend was observed across all the training modes: rehearsal sessions (r=0.74, p=0.001), contemporary (r=0.60, p=0.001), and ballet (r=0.46, p=0.018) sessions. CONCLUSIONS: This study shows that session-RPE can be considered as a valid method to assess ITL for vocational dance students, and that notably there is some variation between session-RPE and HR-based TL in different dance activities.

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

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.

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.

scholarly journals Digitalised remote-delivery of AVATr Simulation in Psychiatry: a unique success in COVID-19 pandemic

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S146-S146
Author(s):  
Vimal Mannali ◽  
Paul Strickland ◽  
Craig laBuscagne ◽  
Joy Clift
Keyword(s):  
Medical Education ◽  
Hybrid Model ◽  
Professional Growth ◽  
Clinical Training ◽  
Care Home ◽  
Training Session ◽  
Patient Simulation ◽  
Virtual Patient ◽  
Capacity Sharing ◽  
Person Perspective

AimsSurrey and Borders NHS Foundation Trust's AVATr (Augmented Virtual-reality Avatar in Training) is a unique ground-breaking Virtual Patient Simulation System, which uses the Xenodu platform to train learners in essential clinical and complex communication skills. Over 30 patient scenarios have been developed after identifying learner-specific development needs, including exploration of overt psychosis, assessment of capacity, sharing bad news, and neglect in care home residents. Actors are filmed responding to several domains of clinical questions, further categorised into three narrative-modes of being ‘Engaged, Neutral or Disengaged’, to build a bank of scenarios. During the session, the trainee is projected on to a large screen, using a camera and video special effects, which results in a life-like interaction with the Virtual Patient. Trainees can view themselves interacting with the Virtual Patient in real-time, from a unique ‘out-of-body' perspective, immersed in a custom-designed interactive virtual environment. The simulation facilitator engages with the learner and determines the appropriate choices of responses for the Virtual Patient and if needed, can prompt with explorative cues to continue the narrative-linked conversation. AVATr model pioneered in United Kingdom the use of an innovative ‘self-observational approach’ in Psychiatry training. This is different to a first-person perspective used in virtual or augmented-reality systems in several clinical specialties. The use of Facilitated-Debrief and Peer-Debrief in sessions, render another layer to the simulation experience.MethodDuring the COVID-19 pandemic, we evolved the AVATr model to remote or hybrid sessions, where simulations were digitally enhanced, and have been run through Microsoft Teams. The simulation facilitator is connected to a multi-user video call, enabling the Virtual Patient to be projected as an attendee using Microsoft Teams.ResultThe hybrid model of AVATr has received tremendous feedback, as it now simulates video-consultations that a vast majority of Psychiatry trainees, especially community-based, undertake due to COVID-19 restrictions. The format of AVATr simulation sessions has remained unchanged, and the remote delivery has been particularly successful as it allows trainees to log in from different remote locations to come together for an interactive training session, without any physical restrictions.ConclusionSince 2015, our simulation platform has been utilised for Post-Graduate Medical Education, to enhance essential professional skills and stimulate professional growth. Currently the hybrid model of AVATr is being expanded to Nursing, Psychology and Allied Health Professional (AHP) clinical training streams, along with Undergraduate Medical Education, to address identified gaps in face-to-face training amidst COVID-19 pandemic.

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