scholarly journals Using an Innovative Curriculum Evaluation Tool to Inform Program Improvement: The Clinical Skills Fair

2014 ◽  
Vol 6 (1) ◽  
pp. 133-138 ◽  
Author(s):  
Aditee P. Narayan ◽  
Shari A. Whicker ◽  
Betty B. Staples ◽  
Jack Bookman ◽  
Kathleen W. Bartlett ◽  
...  
Keyword(s):  
Program Evaluation ◽  
Patient Care ◽  
Clinical Skills ◽  
Curriculum Evaluation ◽  
Medical Knowledge ◽  
Program Improvement ◽  
Evaluation Tool ◽  
Residency Curriculum ◽  
Innovative Curriculum ◽  
The Impact

Abstract Background Program evaluation is important for assessing the effectiveness of the residency curriculum. Limited resources are available, however, and curriculum evaluation processes must be sustainable and well integrated into program improvement efforts. Intervention We describe the pediatric Clinical Skills Fair, an innovative method for evaluating the effectiveness of residency curriculum through assessment of trainees in 2 domains: medical knowledge/patient care and procedure. Each year from 2008 to 2011, interns completed the Clinical Skills Fair as rising interns in postgraduate year (PGY)-1 (R1s) and again at the end of the year, as rising residents in PGY-2 (R2s). Trainees completed the Clinical Skills Fair at the beginning and end of the intern year for each cohort to assess how well the curriculum prepared them to meet the intern goals and objectives. Results Participants were 48 R1s and 47 R2s. In the medical knowledge/patient care domain, intern scores improved from 48% to 65% correct (P < .001). Significant improvement was demonstrated in the following subdomains: jaundice (41% to 65% correct; P < .001), fever (67% to 94% correct; P < .001), and asthma (43% to 62% correct; P  =  .002). No significant change was noted within the arrhythmia subdomain. There was significant improvement in the procedure domain for all interns (χ2  =  32.82, P < .001). Conclusions The Clinical Skills Fair is a readily implemented and sustainable method for our residency program curriculum assessment. Its feasibility may allow other programs to assess their curriculum and track the impact of programmatic changes; it may be particularly useful for program evaluation committees.

scholarly journals The introduction of genetic counseling in Ethiopia: Results of a training workshop and lessons learned

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0255278
Author(s):  
Shane C. Quinonez ◽  
Bridget C. O’Connor ◽  
Michelle F. Jacobs ◽  
Atnafu Mekonnen Tekleab ◽  
Ayalew Marye ◽  
...  
Keyword(s):  
Genetic Counseling ◽  
Congenital Anomalies ◽  
Addis Ababa ◽  
Curriculum Evaluation ◽  
Medical Knowledge ◽  
Lessons Learned ◽  
Sub Saharan Africa ◽  
Assessment Scores ◽  
Sub Saharan ◽  
The Impact

Background Over the past two decades non-communicable diseases (NCDs) have steadily increased as a cause of worldwide disability and mortality with a concomitant decrease in disease burden from communicable, maternal, neonatal and nutritional conditions. Congenital anomalies, the most common NCD affecting children, have recently become the fifth leading cause of under-five mortality worldwide, ahead of other conditions such as malaria, neonatal sepsis and malnutrition. Genetic counseling has been shown to be an effective method to decrease the impact of congenital anomalies and genetic conditions but is absent in almost all sub-Saharan Africa countries. To address this need for counseling services we designed and implemented the first broad-based genetic counseling curriculum in Ethiopia, launching it at St. Paul’s Millennium Medical College (SPHMMC) in Addis Ababa, Ethiopia. Methods The curriculum, created by Michigan Medicine and SPHMMC specialists, consisted of medical knowledge and genetic counseling content and was delivered to two cohorts of nurses. Curriculum evaluation consisted of satisfaction surveys and pre- and post-assessments covering medical knowledge and genetic counseling content. Following Cohort 1 training, the curriculum was modified to increase the medical knowledge material and decrease Western genetic counseling principles material. Results Both cohorts reported high levels of satisfaction but felt the workshop was too short. No significant improvements in assessment scores were seen for Cohort 1 in terms of total scores and medical knowledge and genetic counseling-specific questions. Following curriculum modification, improvements were seen in Cohort 2 with an increase in total assessment scores from 63% to 73% (p = 0.043), with medical knowledge-specific questions increasing from 57% to 79% (p = 0.01) with no significant change in genetic counseling-specific scores. Multiple logistic, financial, cultural and systems-specific barriers were identified with recommendations for their consideration presented. Conclusion Genetics medical knowledge of Ethiopian nurses increased significantly following curriculum delivery though difficulty was encountered with Western genetic counseling material.

scholarly journals Performance and impact of disposable and reusable respirators for healthcare workers during pandemic respiratory disease: a rapid evidence review

2020 ◽  
Author(s):  
Chris Burton ◽  
Briana Coles ◽  
Anil Adisesh ◽  
Simon Smith ◽  
Elaine Toomey ◽  
...  
Keyword(s):  
Patient Care ◽  
Healthcare Workers ◽  
Performance Test ◽  
Clinical Skills ◽  
Careful Consideration ◽  
International Standards ◽  
Rapid Review ◽  
Cross Sectional ◽  
Wide Range ◽  
The Impact

AbstractObjectivesIn the context of the Covid-19 pandemic, to identify the range of filtering respirators that can be used in patient care and synthesise evidence to guide the selection and use of different respirator types.DesignComparative analysis of international standards for filtering respirators and rapid review of their performance and impact in healthcare.Data sourcesWebsites of international standards organisations, Medline and EMBASE (final search 11th May 2020), with hand-searching of references and citations.Study selectionGuided by the SPIDER tool, we included studies whose sample was healthcare workers (including students). The phenomenon of interest was respirators, including disposable and reusable types. Study designs including cross-sectional, observational cohort, simulation, interview and focus group. Evaluation approaches included test of respirator performance, test of clinician performance or adherence, self-reported comfort and impact, and perceptions of use. Research types included quantitative, qualitative and mixed methods. We excluded studies comparing the effectiveness of respirators with other forms of protective equipment.Data extraction, analysis and synthesisTwo reviewers extracted data using a template. Suitability for inclusion in the analysis was judged by two reviewers. We synthesised standards by tabulating data according to key criteria. For the empirical studies, we coded data thematically followed by narrative synthesis.ResultsWe included relevant standards from 8 authorities across Europe, North and South America, Asia and Australasia. 39 research studies met our inclusion criteria. There were no instances of comparable publications suitable for quantitative comparison. There were four main findings. First, international standards for respirators apply across workplace settings and are broadly comparable across jurisdictions. Second, effective and safe respirator use depends on proper fitting and fit-testing. Third, all respirator types carry a burden to the user of discomfort and interference with communication which may limit their safe use over long periods; studies suggest that they have little impact on specific clinical skills in the short term but there is limited evidence on the impact of prolonged wearing. Finally, some clinical activities, particularly chest compressions, reduce the performance of filtering facepiece respirators.ConclusionA wide range of respirator types and models is available for use in patient care during respiratory pandemics. Careful consideration of performance and impact of respirators is needed to maximise protection of healthcare workers and minimise disruption to the delivery of care.

scholarly journals Performance and impact of disposable and reusable respirators for healthcare workers during pandemic respiratory disease: a rapid evidence review

2021 ◽  
pp. oemed-2020-107058
Author(s):  
Christopher Burton ◽  
Briana Coles ◽  
Anil Adisesh ◽  
Simon Smith ◽  
Elaine Toomey ◽  
...  
Keyword(s):  
Patient Care ◽  
Healthcare Workers ◽  
Clinical Skills ◽  
Careful Consideration ◽  
International Standards ◽  
Rapid Review ◽  
Wide Range ◽  
Fit Testing ◽  
And Performance ◽  
The Impact

ObjectivesTo synthesise evidence concerning the range of filtering respirators suitable for patient care and guide the selection and use of different respirator types.DesignComparative analysis of international standards for respirators and rapid review of their performance and impact in healthcare.Data sourcesWebsites of international standards organisations, Medline and Embase, hand-searching of references and citations.Study selectionStudies of healthcare workers (including students) using disposable or reusable respirators with a range of designs. We examined respirator performance, clinician adherence and performance, comfort and impact, and perceptions of use.ResultsWe included standards from eight authorities across Europe, North and South America, Asia and Australasia and 39 research studies. There were four main findings. First, international standards for respirators apply across workplace settings and are broadly comparable across jurisdictions. Second, effective and safe respirator use depends on proper fitting and fit testing. Third, all respirator types carry a burden to the user of discomfort and interference with communication which may limit their safe use over long periods; studies suggest that they have little impact on specific clinical skills in the short term but there is limited evidence on the impact of prolonged wearing. Finally, some clinical activities, particularly chest compressions, reduce the performance of filtering facepiece respirators.ConclusionA wide range of respirator types and models is available for use in patient care during respiratory pandemics. Careful consideration of performance and impact of respirators is needed to maximise protection of healthcare workers and minimise disruption to care.

John Keats and Indian Medicine

Romanticism ◽  
2016 ◽  
Vol 22 (2) ◽  
pp. 157-166
Author(s):  
Nikki Hessell
Keyword(s):  
Medical Knowledge ◽  
John Keats ◽  
Specific Response ◽  
Medical Studies ◽  
Sources Of Information ◽  
Medical Practices ◽  
Traditional Medicines ◽  
Medical Imagery ◽  
Indian Medicine ◽  
The Impact

John Keats's medical studies at Guy's Hospital coincided with a boom in interest in both the traditional medicines of the sub-continent and the experiences of British doctors and patients in India. Despite extensive scholarship on the impact of Keats's medical knowledge on his poetry, little consideration has been given to Keats's exposure to Indian medicine. The poetry that followed his time at Guy's contains numerous references to the contemporary state of knowledge about India and its medical practices, both past and present. This essay focuses on Isabella and considers the major sources of information about Indian medicine in the Regency. It proposes that some of Keats's medical imagery might be read as a specific response to the debates about medicine in the sub-continent.

47. Evaluation of new implementation strategies, program effectiveness and dissemination of new pedagogical knowledge: Centre for faculty development's stepping stones teaching certificate program

2007 ◽  
Vol 30 (4) ◽  
pp. 53
Author(s):  
D. Richardson ◽  
I. Silver ◽  
A. Dionne
Keyword(s):  
Program Evaluation ◽  
Faculty Development ◽  
Program Effectiveness ◽  
Teaching Practice ◽  
Journal Club ◽  
Development Program ◽  
Faculty Development Program ◽  
Stepping Stones ◽  
Certificate Program ◽  
The Impact

This evaluation of the integrated Stepping Stones (SS) Teaching Certificate program, including its instructional development (workshops) and theory review (journal club) components, will inform further program development. Results of this project will also add to the limited amount of scholarly work in the area of faculty development program evaluation. Faculty development literature in the area of organized program assessment reveals use of either quantitative OR qualitative methods. In this project, a novel method combining both techniques was used to explore program impact. Participants completed 2 questionnaires to identify skill-set knowledge gaps in teaching effectiveness. Pre- and post-program quantitative gaps were generated. Focus groups were used for qualitative exploration. Areas explored pre-program included: a) motives for enrollment, b) program expectations and c) prior teaching preparation. Post-program discussion explored: the impact of the program on a) participant’s perceived gaps, b) teaching behaviour change, and c) its influence on their career in education. We believed the program’s interprofessional environment would foster development of a learning community having impact on faculty knowledge, skills and attitudes related to teaching, and potentially elicit behavioural change in teaching practices. Results from a 2004-2005 cohort of participants have identified a variety of benefits for faculty and their teaching practice. Results from a second separate cohort, 2005-2006 participants, validated the initial findings. Remarkable harmonization in the results of the qualitative analysis between the two cohort samples was evident. Statistically significant differences (p < 0.05) were found in each of the domains examined qualitatively. Both qualitative and quantitatively, program effectiveness was demonstrated immediately following completion of the program. Follow up to assess the sustainability of the effects is ongoing. The analysis of the quantitative discrepancy (gaps) data has lead to a possible technique to assist in identifying unperceived educational needs. McLeod PJ, Steinert Y, Nasmith L, Conochie L. Faculty Development in Canadian medical schools: a 10-year update. CMAJ 1997; 156(10):1419-23. Hewson MG, Copeland HL, Fishleder AJ. What’s the use of faculty development? Program evaluation using retrospective self-assessments and independent performance ratings. Teach Learn Med 2001; 13(3):153-60. Moore EM. A Framework for Outcomes Evaluation in the Continuing Development of Physicians, in: The Continuing Professional Development of Physicians. Eds. Davis D, Barnes BE, Fox R. AMA Press, 2003.

Sign in / Sign up

Export Citation Format

Share Document