Development of a Cardiac Point-of-Care Ultrasound Curriculum for Anesthesia Residents in Brazil:    It is Time to Act.

Although the use of cardiac point-of-care ultrasound in anesthesia is well established, with strong evidence supporting its benefit while managing hemodynamically unstable patients during the perioperative period, there is a lack of standardized curriculums incorporating this diagnostic modality as part of the anesthesia residency training. This report aims to describe a FOCUS curriculum based on adult learning theories, and to suggest its implementation as part of the anesthesia residency training considering the learners’ (i) previous experience with ultrasound, (ii) level of training in anesthesia, (iii) and other challenges that can impact the organization and delivery of this project.

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Diagnostic accuracy of point-of-care knee ultrasound for evaluation of meniscus and collateral ligaments pathology in comparison with MRI

Acta Radiologica ◽

10.1177/02841851211058280 ◽

2021 ◽

pp. 028418512110582

Author(s):

Ahmed Elshimy ◽

Ahmed M Osman ◽

Mohamed El Sayed Awad ◽

Mohamed M Abdel Aziz

Keyword(s):

Diagnostic Accuracy ◽

Predictive Value ◽

Point Of Care ◽

Operative Procedure ◽

Point Of Care Ultrasound ◽

Collateral Ligaments ◽

Collateral Ligament ◽

Diagnostic Modality ◽

Cross Sectional ◽

Portable Ultrasonography

Background Although magnetic resonance imaging (MRI) is often the “gold standard” for diagnosing knee problems, it has many limitations. Therefore, ultrasonography has been suggested as an effective rapid alternative in many knee abnormalities, especially after injuries of the meniscus and collateral ligaments. Purpose To determine the diagnostic accuracy of point-of-care ultrasound (POCUS) in detecting injuries of the meniscus and collateral ligament compared to MRI. Material and Methods An observational cross-sectional blinded study was conducted of 60 patients with clinically suspicious meniscus and collateral ligament injuries who were planned for an arthroscopy and or operative procedure. These patients underwent both blinded POCUS and MRI of the knees before the intervention procedure and results of both imaging modalities were compared according to the operative and arthroscopic findings. Results The preoperative reliability of POCUS compared to MRI for the assessment of meniscus injuries was sensitivity (92.9% vs. 90.5%), specificity (88.9% vs. 83.3%), positive predictive value (PPV; 95.1% vs. 92.7%), negative predictive value (NPV; 84.2% vs. 79%), and overall accuracy (91.7% vs. 88.3%). However, for diagnosing collateral ligament injures, POCUS versus MRI assessed sensitivity (92.3% vs. 88.5%), specificity (100% vs. 97.1%), PPV (100% vs. 95.8%), NPV (94.4% vs. 91.7%), and overall accuracy (96.7% vs. 93.3%). Conclusion Ultrasonography is a useful screening tool for the initial diagnosis of meniscal and collateral ligament pathology compared to or even with potential advantages over MRI, especially when MRI is unavailable or contraindicated. As newly advanced portable ultrasonography becomes available, it could be considered as a point-of-injury diagnostic modality.

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Theorizing African American Women’s Learning and Development

Handbook of Research on Workforce Diversity in a Global Society ◽

10.4018/978-1-4666-1812-1.ch003 ◽

2012 ◽

pp. 38-55 ◽

Cited By ~ 1

Author(s):

Marilyn Y. Byrd ◽

Dominique T. Chlup

Keyword(s):

African American ◽

Adult Education ◽

Adult Learning ◽

Predominantly White ◽

African American Women ◽

Research Strategy ◽

Learning Theories ◽

Learning And Development ◽

Adult Learning Theories ◽

Women's Narratives

This study is a qualitative, interpretative examination of nine African American women’s encounters with race, gender, and social class (intersectionality) in predominantly white organizations and the learning experiences that emerged from these encounters. Rather than continuing to operate from a Eurocentric view of learning, this study contributes to the scholarly discussion the learning perspectives of African American Women (AAW). Black feminist theory is used as a socio-cultural framework to explain how AAW learn from issues emerging from intersectionality. A narrative approach to inquiry was the research strategy employed. Three major learning orientations emerged from the women’s narratives: learning from influential sources, learning through divine guidance, and learning through affirmation of self. The authors contend that expanding the conversation of adult learning theories to include socio-cultural theories derived from black women’s scholarship may be necessary to move the field of adult education toward more inclusive ways of theorizing adult learning. Implications for the field of adult education and the emerging workforce diversity paradigm are provided.

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Challenges, Issues, and Trends in Adult Education

Research Anthology on Adult Education and the Development of Lifelong Learners ◽

10.4018/978-1-7998-8598-6.ch003 ◽

2021 ◽

pp. 48-75

Author(s):

Jeng-Yang Wu

Keyword(s):

Adult Education ◽

Adult Learning ◽

Experiential Learning ◽

Course Design ◽

Learning Experiences ◽

Learning Theories ◽

Daily Lives ◽

Adult Learning Theories

This chapter explores how adults think, learn, and apply knowledge in their daily lives to effectively design a curriculum, create activities, and integrate valuable technology into the course design. The chapter summarizes adult learning theories, including self-directed, transformative, and experiential learning, as well as the concept of andragogy. Instructors are provided with practical tools and methodologies which will help them to produce effective adult learning experiences.

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Adult Learning Theories, Active Learning and Constructivism

Small Group Learning in Undergraduate Medical Education ◽

10.4018/978-1-4666-9596-2.les2 ◽

2015 ◽

pp. 953-1485

Author(s):

P. Ravi Shankar

Keyword(s):

Active Learning ◽

Adult Learning ◽

Learning Theories ◽

Adult Learning Theories

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Transforming Chemistry Curricula and Courses to Support Adult Learners

Handbook of Research on Adult Learning in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-1306-4.ch016 ◽

2020 ◽

pp. 419-445

Author(s):

Lisa J. Nogaj

Keyword(s):

Distance Education ◽

Education Research ◽

Adult Learners ◽

Adult Learning ◽

Learning Theories ◽

Instructional Designers ◽

Unique Challenge ◽

Chemical Education Research ◽

Post Secondary ◽

Adult Learning Theories

This chapter presents a compilation of best practices for preparing chemistry curricula and courses that consider the cognitive needs of adult learners. Chemistry instructors at the post-secondary level may receive little guidance on how to meet the needs of adult learners, members of a diverse undergraduate STEM student population. The author illustrates how adult learning theories and chemical education research can be applied to support reentry learners. Some aspects of distance education for adult learners in the sciences are examined, especially the unique challenge of offering laboratory coursework in this setting. The author makes recommendations for supporting faculty who engage in course revision with adult chemistry learners in mind. This chapter is relevant for university-level chemistry faculty, administrators and instructional designers.

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Adult Learning Theories in Context: A Quick Guide for Healthcare Professional Educators

Journal of Medical Education and Curricular Development ◽

10.1177/2382120519840332 ◽

2019 ◽

Vol 6 ◽

pp. 238212051984033 ◽

Cited By ~ 5

Author(s):

Banan Abdulrzaq Mukhalalati ◽

Andrea Taylor

Keyword(s):

Healthcare Professional ◽

Adult Learning ◽

Professional Education ◽

Relevant Literature ◽

Learning Theories ◽

Education Programs ◽

Learning And Teaching ◽

Professional Educators ◽

Adult Learning Theories ◽

Healthcare Professional Education

Background: Adult learning theories play a pivotal role in the design and implementation of education programs, including healthcare professional programs. There is a variation in the use of theories in healthcare professional education programs and this is may be in part due to a lack of understanding of the range of learning theories available and paucity of specific, in-context examples, to help educators in considering alternative theories relevant to their teaching setting. This article seeks to synthesize key learning theories applicable in the learning and teaching of healthcare professionals and to provide examples of their use in context. Method and results: A literature review was conducted in 2015 and 2016 using PubMed, Scopus, Web of Science, and ERIC academic databases. Search terms used identified a range of relevant literature about learning theories, and their utilization in different healthcare professional education programs. The findings were synthesized and presented in a table format, illustrating the learning theory, specific examples from health and medical education, and a very brief critique of the theory. Outcome: The literature synthesis provides a quick and easy-to-use summary of key theories and examples of their use to help healthcare professional educators access a wider range of learning theories to inform their instructional strategies, learning objectives, and evaluation approaches. This will ultimately result in educational program enhancement and improvement in student learning experiences.

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