scholarly journals UJIAN OSCE REGULER BERORIENTASI ERGONOMI MENINGKATKAN KINERJA PENGUJI DI FAKULTAS KEDOKTERAN UNIVERSITAS ISLAM AL-AZHAR MATARAM

1970 ◽  
Vol 1 (2) ◽  
Author(s):  
Iing . ' ◽  
Dewa Putu Sutjana ◽  
Ida Bagus Alit Swamardika
Keyword(s):  
Clinical Skills ◽  
Clinical Skill ◽  
Average Score ◽  
Musculoskeletal Complaints ◽  
Research Committee ◽  
Fatigue Score ◽  
Muscle Stretching ◽  
Significant Difference ◽  
Second Period ◽  
Ergonomic Intervention

Regular Objective Structured Clinical Examination  (OSCE) was a clinical skill  test in the Faculty of Medicine Islamic University Al-Azhar Mataram.  Examiner of OSCE in this study was a doctor who was also a lecturer trained in judging student’s clinical skills. The study aimed to know whetherergonomic-oriented regular OSCE by muscle stretching and drinking sweetened tea can improve the performance of examiners in the Faculty of Medicine Islamic University Al-Azhar Mataram. Performance improvement indicators used were decreased complaints of boredom, fatigue and musculoskeletal.Methods used in this study was experimental study with “treatment by subject design”. The study used as many as 18 sample given two treatment which was the first period without the ergonomic intervention involving stretching of the muscle and drinking sweetened tea and the second period was a group with ergonomic intervention. Boredom was measured by a boredom questionnaire.Fatigue, was measured from 30 items of fatigue questionnaire from Japan IFRC(Industrial Fatigue Research Committee).   Skeletal   muscle   complaints was predicted from  Nordic Body  Map  questionnaire.  Data  were  analyzed  bynormality test and t-paired test with significancy level of 5%.The results of this study showed that there was a significant difference(p<0,05) in average score boredom, fatigue and musculoskeletal complaints. The mean boredom score in the first period was 39,724 and in the second period was26,415 with reduction in average boredom score was 33.5 %. Fatigue mean scorein the first period  was 44,050 and the second period was 23,525 with reductionof fatigue score was  46,59 %. Mean musculoskeletal complaints score in the first period was 39,25 and the second period was 14,02 with reduction in mean musculoskeletal complaints score was 64,28 %. 19It can be concluded from this study that ergonomic  intervention by muscle stretching and drinking sweetened tea in the interrupted time of examination process improved the performance of OSCE examiner in terms of boredom, fatigue and musculosceletal complaints in the Faculty of Medicine of Islamic University Al-Azhar Mataram.

scholarly journals Intrument for Evaluating Didactical Performance of Clinical Skill Laboratory Teachers

2013 ◽  
Vol 2 (2) ◽  
pp. 85
Author(s):  
Ide Pustaka Setiawan ◽  
Jan Van Dalen Jan Van Dalen ◽  
Jill Whittingham Jill Whittingham
Keyword(s):  
Clinical Skills ◽  
Clinical Skill ◽  
Skills Training ◽  
First Year ◽  
Group Discussions ◽  
Skill Laboratory ◽  
Skills Lab ◽  
Significant Difference ◽  
Skills Learning ◽  
First Year Medical Students

Background: There are some studies about strategies for clinical skills teachers and criteria for effective teaching in a Skills lab. However, there isn’t an established instrument yet to evaluate clinical skills teacher’s didactical performance while facilitating skills learning. The aim of this study was to develop an appropriate instrument to evaluate clinical skills teachers’ didactical performance.Method: A preliminary instrument was developed based on recent available literatures. This instrument was applied by students, to quantitatively evaluate didactical performance of skills teachers who teach a certain skill. Then focus group discussions (FGD) were conducted. The results of both procedures were compared.Results: 255 first year medical students participated (response rate: 91%). There was significant difference between students’ judgments of clinical teacher’s (specialist) and Skills lab teacher’s (general practitioner) didactical performance (p<0.05). Cronbach’s alpha of the instrument turned out to be .95, indicating a high homogeneity. All items contributed to this measure of reliability. This quantitative finding was supported by qualitative resultsConclusion: The questionnaire developed is valid and reliable. It can be concluded that characteristics of a proper instrument for evaluating clinical skills teachers’ didactical performance encompass didactic skill, interpersonal & communication skills and condition/strategy of skills training.

scholarly journals Comparison of Enteral Feeding Implementation with Standards in Educational Centers, Selected Therapeutics in Babol University of Medical Sciences

2018 ◽  
Vol 9 (2) ◽  
pp. 106-110
Author(s):  
Fatemeh Rezaei ◽  
Mohsen Hosseinzadeh Savadi ◽  
Maedeh Faraji Douki ◽  
Fataneh Sabz Alipour Shiadeh
Keyword(s):  
Enteral Feeding ◽  
Work Experience ◽  
Digestive System ◽  
Clinical Skills ◽  
Average Score ◽  
P Value ◽  
Validity And Reliability ◽  
Significant Difference ◽  
Three Stages ◽  
The Mean

Introduction: In patients who are not able to feed the mouth, but the digestive system has the ability to digest food, enteral feeding is used. This method is safe and affordable for the patient, leading to maintaining the function of the digestive system, reducing the risk of infection and sepsis. However, failure to properly implement this type of feeding causes problems such as pneumonia aspiration, infection, diarrhea, blockage of the enteral feeding, and if the above feeding method is implemented in accordance with its standard, it can play a major role in reducing the burden of complications and improving the quality of life, reducing the length of hospitalization, and reducing their costs. Method: This is a cross-sectional descriptive-analytic study. The researchers studied 37 nurses working in general and nervous wards who fed patients with gastrostomy. The checklist that was verified in terms of validity and reliability was used to collect information. For data analysis, descriptive statistics (frequency and mean) and inferential statistics (paired t-test, Spearman correlation coefficient, analysis of variance with repeated observations) were used. Results: The results showed that the mean score of actions in all stages (before, during, after implementation) was significantly lower than standard (p<0.001). There was also a reverse relationship between the score of actions in all three stages (before, during, after implementation) with work experience and duration of work experience in the section. There was also a significant difference between the mean score of actions in all three stages between female and male (p-value -0.331), so that the average score of female was higher than that of male. Also, there was a significant difference between the mean score of the actions in all three stages and the employment status of the samples. The mean score of informal people was higher than the official ones. Conclusion: According to the findings, the mean score of the measures before, during and after the implementation of feeding through gastrostomy was significantly lower than the standard (p<0.001), to enteral  feeding a gynecologist at gastre and intrology, a clinical nurse and a nutritionist should educate patients and their families and personnel about the preparation and storage of food, the administration of food, the care of the entrance of the enteral  and the enteral  feeding, in light of the problems and complications of this type of feeding [1,2]. Based on the findings of the present study, nurses' retraining, especially men nurses, nurses with more work experience and formal nurses in the field of proper nursing clinical skills such as this type of feeding is needed.  

scholarly journals Evaluation of Viewpoints of final-year Students of Qazvin Dental School on Clinical Skills Based on Educational Program in 2015

2021 ◽  
Author(s):  
Hamid Hamadzade ◽  
Ramin Sarchami ◽  
Shahabaldin Nazeri
Keyword(s):  
Educational Program ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Dental Students ◽  
Point Of View ◽  
Dental School ◽  
Oral Disease ◽  
Cross Sectional ◽  
Significant Difference ◽  
Current Student

Introduction: Self-assessment is one of the methods of benchmarking dental graduates of the acquired skills  and identify the strengths and weaknesses of the current student and educational system. The purpose of this study was to evaluate the viewpoints of final-year students of Qazvin Dental School regarding their acquired clinical skills based on the educational program. Methods: The type of study was descriptive cross-sectional. In this study, the clinical skill level of dental students was evaluated using a 45-item questionnaire (from the skills of 9 clinical departments). Data were analyzed by SPSS software version 16 using t-test. Results: 24 students (10 males and 14 females) were included in the study. In general, the mean of students (out of 5 scores) was 3.41±0.30 which was in good level. There was a significant difference between the students' ability in different departments (P = 0.000). The highest ability was in endodontics (4.00) and the lowest in oral disease and diagnosis (2.98). There was no significant difference in total abilities between men and women, but the ability of women in the endodontics ward was higher than men (P = 0.002). Conclusion: The level of ability of the students from their point of view in this study was good. There was also a difference in the skills of girls and boys in educational settings. The results of this study can be used for evaluation of strengths and weaknesses and planning for promoting education in Qazvin Dental School.

scholarly journals The Improvement of Working Posture and Ergonomic Workplace Stretching Decreased Musculoskeletal Complaint and Fatigue and Increased Productivity of Nurses

2020 ◽  
Vol 6 (2) ◽  
pp. 105
Author(s):  
Ni Luh Gede Suwartini ◽  
Ketut Tirtayasa ◽  
Luh Made Indah Sri Handari Adiputra
Keyword(s):  
Musculoskeletal Disorders ◽  
Public Hospital ◽  
Work Productivity ◽  
Musculoskeletal Complaints ◽  
General Fatigue ◽  
Working Posture ◽  
Hemodialysis Unit ◽  
Significant Difference ◽  
Dialysis Nurses ◽  
Ergonomic Intervention

General fatigue complaints and musculoskeletal disorders are two of the most common symptoms experienced by dialysis nurses, as the products of the poor ergonomic working poses. Ergonomic intervention and stretching in the workplace are needed to reduce the symptoms.  Unnatural pose has a potential to develop general fatigue and musculoskeletal disorders in hemodialysis room where each nurse in every shift is in charge to take care of four patients. The study aims to investigate the improvement of poses of work ergonomically by using ergonomic workplace stretching to reduce complaints in musculoskeletal and general fatigue which in turn can expectedly improve work productivity in hemodialysis room. This study is an experimental study with treatment by subject design. The study was conducted in hemodialysis unit in Wangaya Regional Public Hospital (WRPH) Denpasar from October until December 2019 with 11 people as the participants. As the result, there is no significant difference in the average of musculoskeletal complaints before working with p=0.350 (p>0.05). Meanwhile, the average of musculoskeletal complaints of nurse after working shows a significant difference that is p=0.001 (p<0.05). The analysis result indicates that there is a significant decrease in musculoskeletal complaints, which is 36.18%. The average of general fatigue before working shows no significant difference in score, that is p=0.350 (p>0.05). In the other side, there is a significant difference in score after working with p=0.001 (p<0.05). The analysis result reveals that there is a significant decrease in general fatigue for 66.97%. A significant improvement is shown in the productivity average with p=0.001 (p<0.05). The conclusion of this study is the improvement in poses of work and ergonomic workplace stretching have reduced the complaints in musculoskeletal and general fatigue and also improve nurses’ working productivity in hemodialysis unit.

scholarly journals Peer Learning in Undergraduate Clinical Skills Development and Assessment: a mixed methods study of the students perceived value (Preprint)

2020 ◽  
Author(s):  
Shaikha Alzaabi ◽  
Mohammed Nasaif ◽  
Amar Hassan Khamis ◽  
Farah Otaki ◽  
Nabil Zary ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Skills ◽  
Peer Assessment ◽  
Clinical Skill ◽  
Faculty Evaluation ◽  
Peer Learning ◽  
Learning Performance ◽  
Faculty Support ◽  
Faculty Assessment ◽  
Significant Difference

BACKGROUND The utility of peer learning in clinical skills is well recognized and researched given the many benefits gained, such as: enhanced learning, alleviation of the burden on faculty, and early development of teaching skills of future doctors. However, little is known in terms of its effectiveness as an assessment tool and the extent to which peer assessment can be relied upon in the absence of faculty support. OBJECTIVE This study was conducted to assess medical students' perception towards peer learning as a tool of assessment and compare peer to faculty evaluation of clinical skill performance. METHODS A cohort of 36 third year medical students were exposed to clinical skill's focused, same-level, peer learning for three months. A mixed method approach was adapted to collect data including students' perception of peer learning, performance scores, and reflective observational analysis. A five -point-Likert scale - Instrument was used to assess (n=28) students' perception on the value of peer learning. The students were asked to assess their peers using a pre-set checklist on clinical skill's performance and scores were compared to faculty assessment scores. Reflective observational data was collected from observing video recordings of some of the peer learning sessions. RESULTS Twenty five out of 28 students were completed the survey. Twenty students perceived peer-learning as valuable in clinical skills' education. The mean score of peers compared to faculty assessment was higher. There was a significant difference in student performance between the supervised teaching and peer learning groups with a (P =0.003). Observations have shown that most students focus on mastery of skill with little attention to the technique's quality. Also, students were unable to appreciate the relevance of potential clinical findings of physical examination. CONCLUSIONS Peer learning in clinical skills' teaching empowers the students to develop a more responsible approach towards their education. However, peer assessment is insufficient to evaluate clinical skills' performance in the absence of faculty support. Therefore, we recommend the presence of faculty to guide and supervise peer learning activities.

scholarly journals Comparison of ‘Mental Training’ and Physical Practice in the Mediation of a Structured Facial Examination

2020 ◽  
Author(s):  
Arne Nelskamp ◽  
Benedikt Schnurr ◽  
Jasmina Sterz ◽  
Jonas Lorenz ◽  
Robert Sader ◽  
...  
Keyword(s):  
Student Performance ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Maxillofacial Surgery ◽  
Training Group ◽  
Oral And Maxillofacial Surgery ◽  
Mental Training ◽  
Physical Practice ◽  
Significant Difference ◽  
High Level

Abstract Background: The correct performance of a structured facial examination presents a fundamental clinical skill to detect facial pathologies. However, many students are not adequately prepared in this basic clinical skill. Many argue that the traditional ‘See One, Do One’ approach is not sufficient to fully master a clinical skill. ‘Mental Training’ has successfully been used to train psychomotor and technical skills in sports and other surgical fields, but its use in Oral and Maxillofacial Surgery is not described. We conducted a fully randomized experiment to determine if ‘Mental Training’ was effective in teaching a structured facial examination.Methods: 67 students were randomly assigned to a ‘Mental Training’ and ‘See One, Do One’ group. Both groups received standardized video instruction on how to perform a structured facial examination. The ‘See One, Do One’ group then received 60 minutes of guided physical practice while the ‘Mental Training’ group actively developed a detailed, stepwise sequence of the performance of a structured facial examination and visualized this sequence subvocally before practicing the skill. Student performance was measured shortly after (T1) and five to ten weeks (T2) after the training by two blinded examiners (E1 and E2) using a validated checklist.Results: Groups did not differ in gender, age or in experience. The ‘Mental Training’ group averaged significantly more points in T1 (pE1 = 0.00012; pE2 = 0.004) and T2 (pE1 = 0.04; pE2 = 0.008) than the ‘See One, Do One’ group. The intragroup comparison showed a significant (pE1 = 0.0002; pE2 = 0.06) increase in knowledge in the ‘See One, Do One’ group, while the ‘Mental Training’ group maintained an already high level of knowledge between T1 and T2. Gender analysis showed a significant difference in favor of female students at T1 for Rater 1 (pE1 = 0.03).Discussion: ‘Mental Training’ is an efficient tool to teach and maintain basic clinical skills. In this study ‘Mental Training’ was shown to be superior to the commonly used ‘See One, Do One’ approach in learning how to perform a structured facial examination and should therefore be considered more often to teach basic surgical skills.

56. Proficiency at the end of practice predicts retention of a technical clinical skills

2007 ◽  
Vol 30 (4) ◽  
pp. 59
Author(s):  
H. Carnahan ◽  
E. Hagemann ◽  
A. Dubrowski
Keyword(s):  
Virtual Reality ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Technical Skills ◽  
Skills Training ◽  
Retention Performance ◽  
Specific Criterion ◽  
Practice Trials ◽  
Practice Time ◽  
Criterion Time

A debate is emerging regarding the efficacy of proficiency based versus duration based training of technical skills. It is not clear whether the performance level attained at the end of practice (i.e., proficiency criteria), or the overall amount of practice performed during learning will best predict the retention of a technical clinical skill. The skill learned was the single-handed double square-knot. Forty two trainees learned the skill through video-based instruction and were divided into three groups (14 participants per group) each with a specific criterion time to tie the knot (10, 15, and 20 seconds). Practice continued until participants completed the knot within their criterion time. The total number of trials, and the overall practice time required to obtain each respective criterion were recorded during practice. Participants returned one-week later for a timed retention test consisting of one trial of the knot tying skill with no video instruction. A multiple regression analysis tested whether the amount of practice, the total practice time, or the criterion reached at the end of practice was the best predictor of the time taken to perform the skill during retention. This analysis showed that the number of practice trials was highly correlated with total practice time (r = .82, p = .01), therefore total practice time was withdrawn as a predictor variable from the subsequent analysis. The regression showed that the only significant predictor of retention performance was the criterion reached at the end of practice (p = .03). The number of practice trials was not found to significantly predict the retention performance (p = .87). The results support the notion that proficiency based training results in better retention of a technical clinical skill in comparison to duration based approaches. This provides evidence for the introduction of proficiency based educational approaches in technical skills curricula. Jowett N, LeBlanc V, Xeroulis G, MacRae H, Dubrowski A. Surgical skill acquisition with self-directed practice using computer-based video training. Am J Surg. 2007; 193(2):237-42. Gallagher AG, Ritter EM, Champion H, Higgins G, Fried MP, Moses G, Smith CD, Satava RM. Virtual reality simulation for the operating room: proficiency-based training as a paradigm shift in surgical skills training. Ann Surg. 2005; 241(2):364-72. Van Sickle KR, Ritter EM, McClusky DA, Lederman A, Baghai M, Gallagher AG, Smith CD. Attempted establishment of proficiency levels for laparoscopic performance on a national scale using simulation: the results from the 2004 SAGES Minimally Invasive Surgical Trainer-Virtual Reality (MIST-VR) learning center study. Surg Endosc. 2007; 21(1):5-10.

scholarly journals The Effect of Loneliness on Death Anxiety in the Elderly During the COVID-19 Pandemic

2021 ◽  
pp. 003022282110105
Author(s):  
Türkan Akyol Guner ◽  
Zeynep Erdogan ◽  
Isa Demir
Keyword(s):  
Death Anxiety ◽  
The Elderly ◽  
Average Score ◽  
City Center ◽  
Cross Sectional ◽  
North West ◽  
Significant Difference ◽  
Scale Scores ◽  
Education Status ◽  
At Home

The aim of the study is to determine the effect on death anxiety of loneliness in the elderly during the COVID-19 pandemic. The population of this study that is descriptive and cross-sectional type consist of 354 elderly who meet the inclusion criteria from three different associations operating for charitable purposes in a city center located in north-west Turkey. The average score of Loneliness Scale of Elderly (LSE) of the elderly was determined as 11.39 ± 5.31, and the average score of Death Anxiety Scale (DAS) of the elderly was determined as 8.54 ± 4.82. According to these results, it was found that the elderly experienced acceptable levels of loneliness and moderate death anxiety. A statistically significant difference was found in the LSE and DAS scores of the elderly according to their age, marital status, education status, chronic illness status and living at home with relatives. In addition, during the COVID-19 epidemic, the scale scores of the elderly who have increased worries, who have a hobby at home, and who communicate with their relatives via social media/mobile phones were found to be statistically significant (p < 0.05).

Continuing Education: Improving Perceived Competence in School Nurses

2002 ◽  
Vol 18 (6) ◽  
pp. 360-363 ◽  
Author(s):  
Linda F. C. Bullock ◽  
M. Kay Libbus ◽  
Suzanne Lewis ◽  
Debra Gayer
Keyword(s):  
Continuing Education ◽  
Diabetes Management ◽  
Clinical Skills ◽  
Perceived Competence ◽  
School Nurses ◽  
School Age Children ◽  
Education Programs ◽  
Specific Content ◽  
Content Areas ◽  
Significant Difference

An investigator-designed survey was used to determine if attendance at specific continuing education programs increased the perceived competence of school nurses who enrolled and completed the programs. Respondents were queried about the general content of six courses offered by the Missouri Department of Health and Senior Services in conjunction with the University of Missouri—Columbia Sinclair School of Nursing. Specific content areas were mental health concerns, suicide prevention, diabetes management, asthma management, seizure disorders, and developing clinical skills as they pertained to school-age children. Comparing a sample of school nurses who had attended the programs with a group whom had not, a statistically significant difference was found in the participant group who reported higher self-perceived competence than the nonparticipant group in all content areas. Results of the study suggest that school nurses who attend specific continuing education programs feel more competent in practice than nurses who do not attend.

scholarly journals Measuring the Quality of Rural-Based, Government Health Care Workers in Nepal

2010 ◽  
Author(s):  
Stephen Knoble ◽  
Anil Pandit ◽  
Bibek Koirala ◽  
Laxmi Ghimire
Keyword(s):  
Health Care ◽  
Health Care Workers ◽  
Clinical Training ◽  
Health Workers ◽  
Clinical Skills ◽  
Clinical Teacher ◽  
Government Health ◽  
Care Workers ◽  
Key Skills ◽  
Significant Difference

A representative, cross-sectional clinical skills assessment of 163 mid-level, rural-based, government health care workers was conducted in four districts of Nepal in June 2007. All Health Assistants and Auxiliary Healthcare Workers within the target districts were scored using checklists of standardized key skills in clinical encounters with model patients or clinical models. Participant scores were reported as a mean percentage in adult medicine 28(%), pediatric medicine 56(%), maternity medicine 35(%), orthopedic medicine 45(%), clinical procedures 59(%), and management 46(%). This was measured against the government’s 60(%) standard on clinical skills. There was little significant difference between categories of health workers by district of posting or years of experience. There was a minor difference in skills by level of facility - workers in higher level facilities scored better across the domains. Reasons for poor performance in clinical skills were attributed to a lack of clinical in-service training programs, training only focusing on prevention and public health, and poor on-sight supervision. Poor pre-service schooling factors included heavy theory concentration in pathophysiology and inadequate clinical exposure opportunities. Recommendations for the improvement of clinical skills and decision-making include the institution of in-service competency-based training with a high emphasis on real patient exposure. Pre-service recommendations include implementation of a national certification program and an expansion of the current government clinical training sites and clinical teacher development programs.

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