scholarly journals Teaching students to think like a paramedic: Improving professional judgement through assessment conversations

2017 ◽  
Vol 14 (4) ◽  
Author(s):  
James Thompson ◽  
Don Houston ◽  
Kathryn Dansie
Keyword(s):  
Reflective Practice ◽  
Student Perceptions ◽  
Real World ◽  
Student Assessment ◽  
Hospital Setting ◽  
Assessment Process ◽  
Process Of Care ◽  
Self Assessments ◽  
Traditional Approaches ◽  
Assessment Conversations

AbstractIntroductionThe ability to self-assess is essential to the practitioner who often works independently, and reflective practice is entrenched within the paramedic process of care. In order to develop these practices a paramedic student must be able to self-identify mistakes and learn from their errors. However, student assessment has traditionally focused heavily on outcomes, with errors being penalised. Justification for traditional approaches to assessment of paramedic students acknowledges the potentially catastrophic consequences associated with mistakes being repeated in the real world out-of-hospital setting. Responding to the challenge of balancing the reflective practice skills set with ‘real world’ implications of a paramedic’s mistakes, an assessment process was re-designed. The ‘Student-Tutor Consensus Assessment’ (STCA) was created to rebalance assessment weighting from being exclusively outcomes focussed, and encourage students to apply similar critical lens to events as the paramedics who are assessing them. Parallel tutor and student self-assessments are applied to simulated scenarios, with scores awarded to criteria where consensus has been reached between student and tutor judgements. MethodsFinal year undergraduate Bachelor of Paramedic Science students enrolled in a capstone topic were invited to complete a paper-based questionnaire at the end of their studies. Questions sought student perceptions about the STCA features and effectiveness. ResultsThere was a 95% response rate (n=90). Responses to the six different questions showed a range of 85.6–95.6% broad agreement regarding the value, effectiveness and suitability of the method. ConclusionThe pilot STCA approach proved highly successful, with student endorsement for the continued and expanded application of this teaching approach.

384-P: Impact of Concurrent Use of Oral Antidiabetes Agents with Insulin in the Real-World Hospital Setting

Diabetes ◽  
2020 ◽  
Vol 69 (Supplement 1) ◽  
pp. 384-P
Author(s):  
BHARGAVI PATHAM ◽  
SOUMYA CHIKERMANE ◽  
AISHA VADHARIYA ◽  
MICHAEL L. JOHNSON ◽  
ARCHANA R. SADHU
Keyword(s):  
Real World ◽  
Hospital Setting ◽  
The Real ◽  
Concurrent Use

scholarly journals Postlaunch evidence-generation studies for medical devices in Spain: the RedETS approach to integrate real-world evidence into decision making

2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Pedro Serrano-Aguilar ◽  
Iñaki Gutierrez-Ibarluzea ◽  
Pilar Díaz ◽  
Iñaki Imaz-Iglesia ◽  
Jesús González-Enríquez ◽  
...  
Keyword(s):  
Decision Making ◽  
Medical Devices ◽  
Real World ◽  
Policy Decision ◽  
Assessment Process ◽  
The European Union ◽  
Political Commitment ◽  
Real World Evidence ◽  
Health Policy Decision ◽  
Regional Health Authorities

Abstract The Monitoring Studies (MS) program, the approach developed by RedETS to generate postlaunch real-world evidence (RWE), is intended to complement and enhance the conventional health technology assessment process to support health policy decision making in Spain, besides informing other interested stakeholders, including clinicians and patients. The MS program is focused on specific uncertainties about the real effect, safety, costs, and routine use of new and insufficiently assessed relevant medical devices carefully selected to ensure the value of the additional research needed, by means of structured, controlled, participative, and transparent procedures. However, despite a clear political commitment and economic support from national and regional health authorities, several difficulties were identified along the development and implementation of the first wave of MS, delaying its execution and final reporting. Resolution of these difficulties at the regional and national levels and a greater collaborative impulse in the European Union, given the availability of an appropriate methodological framework already provided by EUnetHTA, might provide a faster and more efficient comparative RWE of improved quality and reliability at the national and international levels.

scholarly journals Closing the communications loop on the computerized peer-assessment of essays

2003 ◽  
Vol 11 (1) ◽  
Author(s):  
Phil Davies
Keyword(s):  
Student Learning ◽  
Reflective Practice ◽  
Iterative Process ◽  
Peer Assessment ◽  
Assessment System ◽  
Student Feedback ◽  
Assessment Process ◽  
Use Of Self ◽  
Computerized Assessment ◽  
Computer Mediated

The use of self- and peer-assessment is not new to higher education. Traditionally its use has required the complex and time-consuming management of coursework submissions by the tutor, in an attempt to maintain validity and anonymity of the assessment process. In the last few years a number of computerized systems have been developed that are capable of automatically supporting, managing and performing the assessment process. The requirement for student anonymity and the release of the tutor from the process of marking have reduced the ability to develop the iterative process of feedback. This feedback is considered essential in supporting student learning and developing reflective practice. This paper describes the enhancement of a computerized assessment system to support anonymous computer-mediated discussion between marker and marked having previously performed peer-assessment. A detailed description is provided of the integrated assessment process, and an analysis of the use of this anonymous discussion is presented. Anonymous student feedback is presented and analyzed with respect to the perceived benefits of using the system with respect to enhancing the student learning process.DOI:10.1080/0968776030110105

scholarly journals Interprofessional Pharmacokinetics Simulation: Pharmacy and Nursing Students’ Perceptions

Pharmacy ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 70 ◽  
Author(s):  
Cheryl Cropp ◽  
Jennifer Beall ◽  
Ellen Buckner ◽  
Frankie Wallis ◽  
Amanda Barron
Keyword(s):  
Nursing Students ◽  
Student Perceptions ◽  
Interprofessional Education ◽  
Online Survey ◽  
Interprofessional Collaboration ◽  
Core Competencies ◽  
Hospital Setting ◽  
Pharmacy Students ◽  
Patient Centered ◽  
Survey Responses

Interprofessional practice between pharmacists and nurses can involve pharmacokinetic dosing of medications in a hospital setting. This study describes student perceptions of an interprofessional collaboration pharmacokinetics simulation on the Interprofessional Education Collaborative (IPEC) 2016 Core Competencies. The investigators developed a simulation activity for senior undergraduate nursing and second-year pharmacy students. Nursing and pharmacy students (n = 54, 91 respectively) participated in the simulation using medium-fidelity manikins. Each case represented a pharmacokinetic dosing consult (vancomycin, tobramycin, phenytoin, theophylline, or lidocaine). Nursing students completed head-to-toe assessment and pharmacy students gathered necessary information and calculated empiric and adjusted doses. Students communicated using SBAR (Situation, Background, Assessment, and Recommendation). Students participated in debrief sessions and completed an IRB-approved online survey. Themes from survey responses revealed meaningful perceptions in all IPEC competencies as well as themes of safety, advocacy, appreciation, and areas for improvement. Students reported learning effectively from the simulation experience. Few studies relate to this type of interprofessional education experience and this study begins to explore student perceptions of interprofessional education (IPE) in a health sciences clinical context through simulation. This real-world application of nursing and pharmacy interprofessional collaboration can positively affect patient-centered outcomes and safety.

Improving Lab Culture Through Self-Assessment: A Case Study

2021 ◽  
Author(s):  
Soleil Hernandez ◽  
Raymond Mumme ◽  
Laurence Court ◽  
Daniel El Basha ◽  
Skylar Gay ◽  
...  
Keyword(s):  
Relevant Literature ◽  
Well Being ◽  
The Self ◽  
Working Environment ◽  
Assessment Process ◽  
Self Assessment ◽  
Survey Results ◽  
Self Assessments ◽  
Team Project

Purpose: Motivated by perceived dissatisfaction within our lab’s changed working environment brought about by the COVID-19 pandemic, we performed a self-assessment of our lab culture through anonymous surveys and live sessions. Methods: In Survey 1, we asked each lab member to identify and rank up to 10 values that are important for a healthy lab environment. They were then asked to rate how well the lab embodied those values at two time points: before the COVID-19 pandemic while working onsite, and at the time of the survey while working remotely (10 months into the pandemic). In a series of live group sessions, we reviewed relevant literature and the survey results to finalize ten themes. We then reflected on each theme and proposed action items to address any deficiencies. Finally, we conducted Survey 2 after the self-assessment to judge the group's finalized themes, implemented changes, and overall satisfaction with the assessment process. Results: Themes identified were attitude, accountability, teamwork/collaboration, communication, diversity/inclusion, emotional intelligence, integrity, training, well-being, and adaptability in crisis-management. All lab members liked the self-assessment process and felt their voices were heard. On average, there was a 1 2 % increase in satisfaction across all themes from the start to end of the lab assessment. Conclusion: We successfully assessed the culture of our lab and subsequently improved lab member satisfaction. The success of this team project suggests that other scientific labs could benefit from similar interactive self-assessments.

Implementasi Metode SAW Terhadap Sistem Pendukung Keputusan Memilih Dosen Terbaik Pada Politeknik Ganesha

2020 ◽  
Vol 5 (1) ◽  
pp. 90-95
Author(s):  
Romindo Romindo
Keyword(s):  
Decision Support ◽  
Student Assessment ◽  
Assessment Process ◽  
Educational Institutions ◽  
Assessment Criterion ◽  
Long Time ◽  
Alternative Ranking ◽  
Simple Additive Weighting ◽  
Assessment Questionnaire ◽  
Selection Of

The selection of the best lecturers gives recognition to lecturers who carry out tridharma higher education activities, whose results can be proud of and are useful for advancing academic and institutional quality. Educational institutions, especially the Ganesha Medan Polytechnic, annually select the best lecturers by conducting assessments by distributing questionnaires to their students. However, the assessment process is still done manually, so it takes a long time to process the data. In addition, the assessment is still not relevant to the actual situation because it only uses one assessment criterion, namely a student assessment questionnaire. Based on this, in this study, a decision support system design was used to select the best lecturers at the Ganesha Medan Polytechnic. Decision support systems built on a web basis using the PHP programming language and MySQL database. The decision making method used is the Simple Additive Weighting (SAW) method. This method is used to perform the best alternative ranking process from a number of alternatives.

scholarly journals WHAT FAMILY CAREGIVERS THINK AND FEEL WHEN PROXY ASSESSING FROM DIFFERENT PERSPECTIVES

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S977-S977 ◽  
Author(s):  
Patricia Egan
Keyword(s):  
Quality Of Life ◽  
Family Caregivers ◽  
Emotional Experience ◽  
Assessment Process ◽  
Care Recipient ◽  
Care Recipients ◽  
Self Assessments ◽  
Affective Experiences ◽  
Service Agencies

Abstract Dementia family caregivers are routinely enlisted as proxy assessors of care recipient quality of life (QOL). Proxy assessment is not ideal because proxy assessments differ systematically from self-assessments and the assessment process can elicit negative affect from family caregivers. Prompting adoption of the care recipient’s perspective can enhance assessment congruence and may improve the emotional experience for assessors. This study explored family caregivers’ cognitive and affective experiences during QOL proxy assessments made from both their own and care recipients’ perspectives. Thirty-six dementia family caregivers were recruited from senior service agencies. Subjects completed the Quality of Life-Alzheimer Disease (QOL-AD), Caregiver Version using standard instructions to assess QOL across thirteen domains of their care recipient’s life without specifying the perspective to be used. Subjects were next asked to repeat the QOL-AD with instructions to adopt the perspective of their care recipient, as they imagined it to be. Subjects were then interviewed about what they thought and felt during each proxy assessment experience. Content analysis indicated that spontaneous perspective shifts and response shifts frequently occurred. Most subjects (91.7%) reported changed thinking for one or more QOL-AD domains when they were prompted to switch perspectives. Over half (61.12%) reported changed affect when switching perspectives and 90.9% of those experiencing changed affect reported affective improvement. Little or no affective change was reported by 38.89%. Findings suggest awareness of perspective can enhance clinical interpretation of proxy assessed QOL and can inform clinical response to dementia family caregivers who experience negative emotions while proxy reporting QOL.

scholarly journals Using the Principles of BIO2010 to Develop an Introductory, Interdisciplinary Course for Biology Students

2010 ◽  
Vol 9 (3) ◽  
pp. 290-297 ◽  
Author(s):  
Kelly E. Matthews ◽  
Peter Adams ◽  
Merrilyn Goos
Keyword(s):  
Student Perceptions ◽  
Real World ◽  
Science Curriculum ◽  
Modern Science ◽  
Biological Science ◽  
First Year ◽  
Science Students ◽  
Biology Students ◽  
Upper Level ◽  
Interdisciplinary Course

Modern biological sciences require practitioners to have increasing levels of knowledge, competence, and skills in mathematics and programming. A recent review of the science curriculum at the University of Queensland, a large, research-intensive institution in Australia, resulted in the development of a more quantitatively rigorous undergraduate program. Inspired by the National Research Council's BIO2010 report, a new interdisciplinary first-year course (SCIE1000) was created, incorporating mathematics and computer programming in the context of modern science. In this study, the perceptions of biological science students enrolled in SCIE1000 in 2008 and 2009 are measured. Analysis indicates that, as a result of taking SCIE1000, biological science students gained a positive appreciation of the importance of mathematics in their discipline. However, the data revealed that SCIE1000 did not contribute positively to gains in appreciation for computing and only slightly influenced students' motivation to enroll in upper-level quantitative-based courses. Further comparisons between 2008 and 2009 demonstrated the positive effect of using genuine, real-world contexts to enhance student perceptions toward the relevance of mathematics. The results support the recommendation from BIO2010 that mathematics should be introduced to biology students in first-year courses using real-world examples, while challenging the benefits of introducing programming in first-year courses.

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