REAL LIFE LEARNING: Alternative To Clinical Skills Development

Due to social distancing precautions and the desire to protect clinical learners, the COVID-19 pandemic forced medical schools everywhere to implement more distanced and virtualized learning in their educational curriculums. More specifically, at the University of Kansas School of Medicine-Salina, a regional medical campus, the impact of some of these changes were also seen and felt. The purpose of this study was to investigate the downstream effects of these curriculum changes from the perspectives and opinions of medical students attending a regional medical campus. To explore the study purpose, a mixed-methods, cross-sectional study that used an online survey with closed and open-ended questions was used. Additionally, because of unique curriculum characteristics depending on the year of the student, 1st and 2nd year students (phase I) were asked slightly different questions than students in their 3rd and 4th years (phase II). Closed-ended questions asked students about lecture experience, clinical learning development and time, study time, exam performance, collaborative learning experiences, and socialization/interactions with colleagues. Students answered in range of -3 to +3, negative numbers meaning a detrimental impact (or decrease in study time), and positive numbers being beneficial impact (or increase in study time). Open-ended questions asked students about improvements that could be made, unique class circumstances during the pandemic and any other relevant impact not covered in closed-ended questions. For phase I students, lecture experience, study time and exam performance resulted in no impact. However, collaborative learning and socialization with colleagues did result in a detrimental impact that was significant. For phase II learners, clinical skills development, time spent in clinical skills development and socialization with colleagues were detrimentally impacted. However, the amount of time spent on studying increased and exam performance benefited. These findings suggest that pandemic-related curriculum changes impact learners differently depending on the phase of medical they are in. There are no conflicts of interest by either of the authors. This study has been approved by the University of Kansas Medical Center Institutional Review Board.

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Communication skills and tips for Part 3 MRCOG Examination

Tasks for Part 3 MRCOG Clinical Assessment ◽

10.1093/oso/9780198757122.003.0006 ◽

2017 ◽

Keyword(s):

Decision Making ◽

Communication Skills ◽

Clinical Assessment ◽

Clinical Skills ◽

Real Life ◽

Information Gathering ◽

Shared Decision ◽

Good Communication ◽

Information Giving ◽

Treatment Information

Good communication skills form a fundamental principle of the patient- centred clinical consultation. The new Part 3 of the MRCOG, assesses candidates based on their ability to apply the core clinical skills in the context of real- life scenarios. It assesses five core skills domains, with three relating to communication skills; i) Communicating with patients and their families, ii) Communicating with colleagues and iii) Information gathering. Communication skills in the Part 3 clinical assessment can be assessed in many forms: … ● Exploring patient symptoms or concerns (information gathering) ● Explaining a diagnosis, investigation or treatment (information giving) ● Involving the patient in a decision (shared decision making) ● Health promoting activities ● Obtaining informed consent for a procedure ● Breaking bad news ● Communicating with relatives ● Communicating with other members of the health care team … In order to provide patient- centred care, doctors must treat their patients as partners, involving them in the decision making regarding their care and instilling in them a sense of responsibility for their own health. When the patient feels that they are part of the team it increases their satisfaction with care, increases treatment adherence and improves clinical outcomes. It is these skills that are assessed in clinical assessment tasks involving communication. Clinical assessment candidates are often assessed in two communication domains; Process and Content. In order to do well in the information gathering stations, you must be aware of the differential diagnoses that may arise with various presentations and how to explore each one independently and as a collection. When it comes to information giving or shared decision marking, candidates need to be familiar with the most recent Royal College of Obstetrics and Gynaecology guidelines and know how to interpret their meaning to the patient and their families. The Calgary- Cambridge Model is one of the most recognized communication theories in medical education (Kurtz, 1996). This theory can be adapted to fit into most clinical scenarios. Using the Calgary- Cambridge Model, you should be able to obtain the majority of the points related to process.

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Clinical Skills Development Using On-line Problem-Based Learning for Assessment, Management and Prevention of Pressure Ulcers in Persons With Spinal Cord Injury

Topics in Spinal Cord Injury Rehabilitation ◽

10.1310/sci1603-58 ◽

2011 ◽

Vol 16 (3) ◽

pp. 58-69

Author(s):

Cynthia Pineda ◽

Manon Schladen ◽

Inger Ljungberg ◽

Brenda Tsai ◽

Suzanne Groah

Keyword(s):

Spinal Cord ◽

Spinal Cord Injury ◽

Pressure Ulcers ◽

Clinical Skills ◽

Problem Based Learning ◽

Skills Development ◽

Cord Injury ◽

On Line

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Stakeholder perceptions about the establishment of medical simulation-based learning at a university in a low resource setting: A qualitative study in Uganda

10.21203/rs.3.rs-27026/v3 ◽

2020 ◽

Author(s):

Josephine Nambi Najjuma ◽

Francis Bajunirwe ◽

Margaret Twine ◽

Tamara Namata ◽

Catherine Kyakwera ◽

...

Keyword(s):

Nursing Students ◽

Clinical Teaching ◽

Clinical Skills ◽

Prior Experience ◽

Real Life ◽

Qualitative Assessment ◽

Medical Simulation ◽

University Administrators ◽

Resource Setting ◽

Simulation Based

Abstract Background: Simulation based learning (SBL) is a technique where teachers recreate “real life” clinical experiences for health care teams for purposes of gaining clinical skills in a safe environment. There is evidence that SBL is superior to the traditional clinical teaching methods for acquisition of clinical skills. Although it is well established in resource rich settings, there is limited experience in resource limited settings and there is uncertainty regarding how SBL will be perceived among the stakeholders in medical education. As part of the steps leading to implementation of a SBL program at a university in Uganda, we sought to describe the perceptions of various stakeholders regarding the introduction of SBL methodology into learning at a medical school in Uganda. Methods: We conducted a formative qualitative assessment using key informant interviews (KIIs) among faculty members and university administrators and focus group discussions (FGDs) among medical and nursing students at Mbarara University of Science and Technology. Data were collected till saturation point and were transcribed and analyzed manually using open and axial coding approaches to develop themes. Results: We conducted 7 KIIs and 3 FGDs. Overall, findings were categorized into five broad themes: 1. Motivation to adopt simulation-based learning 2. Prior experience and understanding of simulation-based education 3. Outcomes arising from introduction of medical simulation 4. Drawbacks to establishment of medical simulation; and 5. Potential remedies to the drawbacks. Overall, our data show there was significant buy-in from the institution for SBL, stakeholders were optimistic about the prospects of having a new method of teaching, which they perceived as modern to complement the traditional methods. There was significant knowledge but very limited prior experience of medical simulation. Also, there was some concern regarding how students and faculty would embrace training on lifeless objects, the human resources needed and sustainability of simulation-based learning in the absence of external funding. Conclusion: Stakeholders perceive SBL positively and are likely to embrace the learning methods. Concerns about human resource needs and sustainability need to be addressed to ensure acceptability.

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Silent voices of the midwives: factors that influence midwives’ achievement of successful neonatal resuscitation in sub-Saharan Africa: a narrative inquiry

BMC Pregnancy and Childbirth ◽

10.1186/s12884-021-04339-7 ◽

2022 ◽

Vol 22 (1) ◽

Author(s):

Jan Becker ◽

Chase Becker ◽

Florin Oprescu ◽

Chiung-Jung Wu ◽

James Moir ◽

...

Keyword(s):

Clinical Practice ◽

Narrative Inquiry ◽

Thematic Analysis ◽

Neonatal Death ◽

Clinical Skills ◽

Real Life ◽

Neonatal Resuscitation ◽

Birth Asphyxia ◽

Sub Saharan Africa ◽

Successful Resuscitation

Abstract Background In Tanzania, birth asphyxia is a leading cause of neonatal death. The aim of this study was to identify factors that influence successful neonatal resuscitation to inform clinical practice and reduce the incidence of very early neonatal death (death within 24 h of delivery). Methods This was a qualitative narrative inquiry study utilizing the 32 consolidated criteria for reporting qualitative research (COREQ). Audio-recorded, semistructured, individual interviews with midwives were conducted. Thematic analysis was applied to identify themes. Results Thematic analysis of the midwives’ responses revealed three factors that influence successful resuscitation: 1. Hands-on training (“HOT”) with clinical support during live emergency neonatal resuscitation events, which decreases fear and enables the transfer of clinical skills; 2. Unequivocal commitment to the Golden Minute® and the mindset of the midwife; and. 3. Strategies that reduce barriers. Immediately after birth, live resuscitation can commence at the mother’s bedside, with actively guided clinical instruction. Confidence and mastery of resuscitation competencies are reinforced as the physiological changes in neonates are immediately visible with bag and mask ventilation. The proclivity to perform suction initially delays ventilation, and suction is rarely clinically indicated. Keeping skilled midwives in labor wards is important and impacts clinical practice. The midwives interviewed articulated a mindset of unequivocal commitment to the baby for one Golden Minute®. Heavy workload, frequent staff rotation and lack of clean working equipment were other barriers identified that are worthy of future research. Conclusions Training in resuscitation skills in a simulated environment alone is not enough to change clinical practice. Active guidance of “HOT” real-life emergency resuscitation events builds confidence, as the visible signs of successful resuscitation impact the midwife’s beliefs and behaviors. Furthermore, a focused commitment by midwives working together to reduce birth asphyxia-related deaths builds hope and collective self-efficacy.

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Stakeholder perceptions about the establishment of medical simulation-based learning at a university in a low resource setting: a qualitative study in Uganda

BMC Medical Education ◽

10.1186/s12909-020-02301-3 ◽

2020 ◽

Vol 20 (1) ◽

Author(s):

Josephine Nambi Najjuma ◽

Francis Bajunirwe ◽

Margaret Twine ◽

Tamara Namata ◽

Catherine Kalimba Kyakwera ◽

...

Keyword(s):

Nursing Students ◽

Clinical Teaching ◽

Clinical Skills ◽

Prior Experience ◽

Real Life ◽

Qualitative Assessment ◽

Medical Simulation ◽

University Administrators ◽

Resource Setting ◽

Simulation Based

Abstract Background Simulation based learning (SBL) is a technique where teachers recreate “real life” clinical experiences for health care teams for purposes of gaining clinical skills in a safe environment. There is evidence that SBL is superior to the traditional clinical teaching methods for acquisition of clinical skills. Although it is well established in resource rich settings, there is limited experience in resource limited settings and there is uncertainty regarding how SBL will be perceived among the stakeholders in medical education. As part of the steps leading to implementation of a SBL program at a university in Uganda, we sought to describe the perceptions of various stakeholders regarding the introduction of SBL methodology into learning at a medical school in Uganda. Methods We conducted a formative qualitative assessment using key informant interviews (KIIs) among faculty members and university administrators and focus group discussions (FGDs) among medical and nursing students at Mbarara University of Science and Technology. Data were collected till saturation point and were transcribed and analyzed manually using open and axial coding approaches to develop themes. Results We conducted seven KIIs and three FGDs. Overall, findings were categorized into five broad themes: 1. Motivation to adopt simulation-based learning 2. Prior experience and understanding of simulation-based education 3. Outcomes arising from introduction of medical simulation 4. Drawbacks to establishment of medical simulation; and 5. Potential remedies to the drawbacks. Overall, our data show there was significant buy-in from the institution for SBL, stakeholders were optimistic about the prospects of having a new method of teaching, which they perceived as modern to complement the traditional methods. There was significant knowledge but very limited prior experience of medical simulation. Also, there was some concern regarding how students and faculty would embrace training on lifeless objects, the human resources needed and sustainability of simulation-based learning in the absence of external funding. Conclusion Stakeholders perceive SBL positively and are likely to embrace the learning methods. Concerns about human resource needs and sustainability need to be addressed to ensure acceptability.

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IN REFERENCE TO SOFT SKILLS DEVELOPMENT IN THE COURSE OF CROSS-CULTURAL BUSINESS COMMUNICATION

Образование. Культура. Общество: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2020) ◽

10.37539/ecs290.2020.74.28.002 ◽

2020 ◽

Author(s):

Ольга Ивановна Васючкова ◽

Татьяна Васильевна Коваленок

Keyword(s):

Foreign Language ◽

Soft Skills ◽

Language Teaching ◽

Real Life ◽

Business Communication ◽

Foreign Language Teaching ◽

Cross Cultural ◽

Skills Development ◽

Law Schools

В статье анализируется образовательный контент предмета “иностранный язык” с точки зрения потенциала для развития гибких навыков. Обсуждаются возможности экстраполяции полученных навыков на реальные ситуации делового общения юриста. The article deals with the content of foreign language teaching at law schools. The nature of soft skills development in the course of cross-cultural business communication is discussed. The authors stress the possibility of extrapolating such skills on real life professional situations.

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