Effectiveness of simulation based teaching of ventilatory management among non-anaesthesiology residents to manage COVID 19 pandemic - A Quasi experimental cross sectional pilot study

AbstractObjectiveTo determine the implications of car ownership for physical activity and weight in a global city.DesignQuasi-experimental cross sectional study.SettingBeijing, China, 2011-15.ParticipantsPeople aged 18 and older from a random sample of households who had entered a permit lottery to purchase a vehicle between January 2011 and November 2015.InterventionsPermit allowing purchase of a vehicle within six months of permit issuance.Main outcome measuresTransit use (number of subway and bus rides each week), physical activity (minutes of walking or bicycling each day), and weight, measured once in early 2016.ResultsOf 937 people analysed in total, 180 had won a permit to purchase a new vehicle. Winning the permit lottery resulted in the purchase of an additional vehicle 91% of the time (95% confidence interval 89% to 94%; P<0.001). About five years after winning, winners took significantly fewer weekly transit rides (−2.9 rides (−5.1 to −0.7); P=0.01) and walked and cycled significantly less (−24.2 minutes (−40.3 to −8.1); P=0.003) than those who did not win the lottery. Average weight did not change significantly between lottery winners and losers. Among those aged 50 and older, however, winners’ weight had increased relative to that of losers (10.3 kg (0.5 to 20.2); P=0.04) 5.1 years after winning.ConclusionsThese data indicate that vehicle ownership in a rapidly growing global city led to long term reductions in physical activity and increase in weight. Continuing increases in car use and ownership in developing and middle income countries could adversely affect physical health and obesity rates.

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Simulation-based inter-professional education to improve attitudes towards collaborative practice: a prospective comparative pilot study in a Chinese medical centre

BMJ Open ◽

10.1136/bmjopen-2016-015105 ◽

2017 ◽

Vol 7 (11) ◽

pp. e015105 ◽

Cited By ~ 5

Author(s):

Ling-Yu Yang ◽

Ying-Ying Yang ◽

Chia-Chang Huang ◽

Jen-Feng Liang ◽

Fa-Yauh Lee ◽

...

Keyword(s):

Pilot Study ◽

Professional Education ◽

Post Intervention ◽

Cross Sectional ◽

Team Members ◽

Self Reflection ◽

Simulation Based ◽

Group 2 ◽

Group 1 ◽

Sustainable Practice

ObjectivesInter-professional education (IPE) builds inter-professional collaboration (IPC) attitude/skills of health professionals. This interventional IPE programme evaluates whether benchmarking sharing can successfully cultivate seed instructors responsible for improving their team members’ IPC attitudes.DesignProspective, pre-post comparative cross-sectional pilot study.Setting/participantsThirty four physicians, 30 nurses and 24 pharmacists, who volunteered to be trained as seed instructors participated in 3.5-hour preparation and 3.5-hour simulation courses. Then, participants (n=88) drew lots to decide 44 presenters, half of each profession, who needed to prepare IPC benchmarking and formed Group 1. The remaining participants formed Group 2 (regular). Facilitators rated the Group 1 participants’ degree of appropriate transfer and sustainable practice of the learnt IPC skills in the workplace according to successful IPC examples in their benchmarking sharing.ResultsFor the three professions, improvement in IPC attitude was identified by sequential increase in the post-course (second month, T2) and end-of-study (third month, T3) Interdisciplinary Education Perception Scale (IEPS) and Attitudes Towards Healthcare Teams Scale (ATHCTS) scores, compared with pre-course (first month, T1) scores. By IEPS and ATHCTS-based assessment, the degree of sequential improvements in IPC attitude was found to be higher among nurses and pharmacists than in physicians. In benchmarking sharing, the facilitators’ agreement about the degree of participants’appropriate transfer and sustainable practice learnt ‘communication and teamwork’ skills in the workplace were significantly higher among pharmacists and nurses than among physicians. The post-intervention random sampling survey (sixth month, Tpost) found that the IPC attitude of the three professions improved after on-site IPC skill promotion by new programme-trained seed instructors within teams.ConclusionsAddition of benchmark sharing to a diamond-based IPE simulation programme enhances participants’ IPC attitudes, self-reflection, workplace transfer and practice of the learnt skills. Furthermore, IPC promotion within teams by newly trained seed instructors improved the IPC attitudes across all three professions.

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Simulation-Based Learning to Improve Athletic Trainers’ Knowledge of Exertional Sudden Death Conditions: A Pilot Study

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2020.1946 ◽

2020 ◽

Author(s):

Zachary Winkelmann ◽

Elizabeth Neil ◽

Kenneth Games ◽

Stacy Walker ◽

Lindsey Eberman

Keyword(s):

Pilot Study ◽

Continuing Education ◽

Professional Education ◽

Repeated Measures ◽

Large Scale ◽

Athletic Trainers ◽

Cross Sectional ◽

Simulation Based ◽

Post Test

Purpose: Continuing education for the practicing clinician typically involves reading peer-reviewed journals and attending professional conferences. These mechanisms do not allow for practice and real-time evaluation of healthcare skills. Simulation-based learning has been widely used in professional education yet is not common in the continued development of the clinician in their lifespan. Method: We used a cross-sectional, repeated measures pilot study. The participants included 11 athletic trainers (age=40±14 years; certified experience=17±14 years) that engaged in a multi-modal continuing professional development session that included a lecture, large-scale simulated learning experience, and debriefing session at a healthcare conference. The outcome measures included 1) a 6-item effectiveness tool to assess the overall program, 2) pre, post, and 6-month follow-up knowledge assessments, and 3) a 6-month follow-up qualitative viewpoint statement. Results: The participants rated the program as effective and useful. On the knowledge assessment, the participants scored an average of 74% on the pre-test and 87% on the post-test with an average change score of a 20.5% increase following the educational session. We identified a significant improvement (P=0.002) in the participants from pre-test to post-test, however a decay in the knowledge improvements from post-test to follow-up at six months (P=0.188) was noted. Conclusion: A multi-modal educational intervention was effective at improving knowledge immediately following the session. This study offers promise that continuing education through simulation may improve knowledge acquisition while serving as a catalyst for clinical practice behavior change.

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