scholarly journals Reageren op een e-consult : De ontwikkeling en validering van een protocol voor de arts

2020 ◽  
Vol 42 (1) ◽  
pp. 31-54
Author(s):  
Ella Sterk ◽  
Paul van den Hoven ◽  
Bente van Hintum ◽  
Iris Ekkelenkamp ◽  
Charlotte Eijkelboom
Keyword(s):  
Medical Students ◽  
Main Study ◽  
Media Synchronicity ◽  
Face To Face ◽  
The Face ◽  
Patient Values ◽  
Development And Validation

Abstract Responding to an e-consult: the development and validation of a protocol for the doctorFrom Media Synchronicity Theory and the so-called egocentrism hypothesis, it is predicted that answering a patient message in an e-consultation in comparison with the face-to-face consultation places a number of specific requirements to ensure that the patient values the communication positively. These requirements have been elaborated on the basis of a number of preliminary studies and converted into a protocol against which a doctor's answer can be tested. In a main study, (a) it was investigated to what extent answers that advanced medical students create without any prior instruction comply with the protocol and (b) whether answers that meet the protocol to a higher degree indeed receive a higher rating from patients than answers that don’t comply with the protocol. The latter appears to be the case. Because it appears that e-consultations of many medical students do not yet comply with the protocol, we can conclude that this protocol can form the basis for training doctors and medical students.

scholarly journals Evaluating the feasibility and effectiveness of e- OSCE in the COVID- 19 era

2021 ◽  
Author(s):  
Sarra Shorbagi ◽  
Nabil Sulaiman ◽  
Ahmad Hasswan ◽  
Mujtaba Kaouas ◽  
Mona M. Al-Dijani ◽  
...  
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Clinical Training ◽  
Clinical Skills ◽  
Real Life ◽  
Procedural Skills ◽  
Face To Face ◽  
Global Pandemic ◽  
The Face

Abstract Background: The emergence of coronavirus disease 2019 (COVID-19) and its quick progress to a global pandemic has urged medical schools to shift from didactic to distance learning and assessment approaches. The quality of clinical training and assessment have been jeopardized due to the regulatory restrictions and potential hazards to human lives. The aim of this paper is to evaluate the feasibility and effectiveness of an electronic Objective Structured Clinical Examination (e-OSCE), which attempted to transform the format of a face-to-face OSCE to an e-OSCE.Methods: We conducted three end of clerkship e-OSCEs for final year medical students in Surgery, Medicine and Family Medicine using teleconferencing application of Microsoft Teams (MST). The e-OSCE blueprint included the assessment of all clinical skills except physical examination and procedural skills. Examiners supervised e-OSCE from the college campus while all students were remotely assessed through the MST channels. During the exam, the students stayed in their specified MST channels, examiners rotated across all students. The feasibility and effectiveness of e-OSCE was evaluated using a self-administered questionnaire to students, examiners and e-OSCE team. Results: The data analysis showed that 93.4% students and 92.2% examiners agreed with the quality and process of e-OSCE. Similarly, 83.6% students and 98% examiners agreed with the fairness, smoothness and organization of e-OSCE. As many as 45.9% students and 74.5% examiners agreed that e-OSCE was close to real life practice. Approximately one fifth of students and one third of examiners preferred e-OSCE over the face-to-face OSCE. The analysis of qualitative data generated themes of e-OSCE structure and technology. While majority of participants were satisfied with e-OSCE, students were concerned about examiners’ training and e-OSCE contents. Examiners and e-OSCE team recognized the paper-less, tech-savy, fast and reliable e-OSCE format. Conclusion: During and beyond COVID- 19 era, e-OSCE is a feasible and effective modality for assessing clinical competence except for physical examination and procedural skills. The planning and implementation of e-OSCE reflects an ingenuity in assessment of clinical competencies of medical students.

Interviewer–respondent Interactions in Conversational and Standardized Interviewing

Field Methods ◽  
2017 ◽  
Vol 30 (1) ◽  
pp. 3-21 ◽  
Author(s):  
Felicitas Mittereder ◽  
Jen Durow ◽  
Brady T. West ◽  
Frauke Kreuter ◽  
Frederick G. Conrad
Keyword(s):  
Experimental Study ◽  
Data Collection ◽  
Survey Data ◽  
High Rate ◽  
Future Research ◽  
Response Accuracy ◽  
Main Study ◽  
Face To Face ◽  
Administration Time ◽  
The Face

Standardized interviewing (SI) and conversational interviewing are two approaches to collect survey data that differ in how interviewers address respondent confusion. This article examines interviewer–respondent interactions that occur during these two techniques, focusing on requests for and provisions of clarification. The data derive from an experimental study in Germany, where the face-to-face interviews were audio-recorded. A sample of 111 interviews was coded in detail. We find that conversational interviewers do make use of the ability to clarify respondent confusion. Although the technique improved response accuracy in the main study compared to SI, conversational interviewers seem to provide clarifications even when there is no evidence of respondent confusion. This may lengthen administration time and potentially increase data collection costs. Conversational interviewers also employ neutral probes, which are generally associated with standardized interviews, at an unexpectedly high rate. We conclude with suggestions for practice and directions for future research.

scholarly journals How effective is clinical simulation in improving medical students' confidence when interviewing patients with mental health problems?: a comparison of pre-COVID and post-COVID medical student experiences

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S273-S274
Author(s):  
Philippa Mitchell ◽  
Ella Varnish ◽  
Arthita Das
Keyword(s):  
Medical Students ◽  
Current Literature ◽  
Clinical Interview ◽  
Virtual Simulation ◽  
Student Experiences ◽  
Patient Contact ◽  
Face To Face ◽  
Clinical Simulation ◽  
The Face ◽  
The University

AimsClinical Simulation sessions were started in April 2020 to supplement reduced patient contact for medical students at the University of Sheffield due to COVID-19 restrictions. These were run by Foundation Trainees in psychiatry with supervision and oversight from a senior psychiatrist. This study aims to review current literature on remote teaching as a learning resource and will evaluate the effectiveness of clinical simulation as an alternative to patient contact, with the focus being on improving students’ confidence as well as developing clinical interview skills.MethodFeedback surveys were developed, focussing on confidence undertaking difficult aspects of psychiatric interviews, and distributed amongst two cohorts of medical students at the University of Sheffield. One cohort completed their face-to-face psychiatry placement in full pre-COVID, the other undertook placements consisting of virtual simulation sessions alongside reduced patient contact. Responses were collected online over 6 weeks between February and March 2021. As two medical students who completed face-to-face psychiatry placement prior to the pandemic, we have additionally submitted personal reflections as a comparator to current student experiences.ResultA total of 8 students in the clinical simulation cohort, and a total of 13 students from the face-to-face teaching cohort completed the questionnaire. 62.5% of students that responded were female and the remaining percentage identified as male. Students in the face-to-face cohort reported being more confident in 6 out of 7 aspects of our feedback surveys determining confidence undertaking clinical interview skills in comparison to the virtual simulation cohort. Students attended varying numbers of simulation sessions and ultimately the main restrictions and barriers to the simulation teaching reported by students are the time constraints during the sessions, and unstable internet connection.ConclusionOverall confidence levels in medical students are undoubtedly higher in students that completed full face-to-face placements in comparison to those with combined teaching. Based on student responses and review of current literature, clinical simulation appears to serve as a useful adjunct to students with reduced face-to-face contact in psychiatry, particularly for increasing confidence when interviewing more challenging patients. Immediate facilitator feedback and exposure to more difficult patient scenarios seem to be the most beneficial aspects. We would not advocate it as an exclusive form of teaching for medical students, but it may be a useful resource post-pandemic for providing students with extra learning opportunities, specifically targeted at developing confidence and skills in more difficult situations which will hopefully benefit them in their later careers.

scholarly journals Remote Mock OSCE (ReMO): The “new normal”?

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S128-S128
Author(s):  
Rachel Brown ◽  
Elsa Brew-Girard ◽  
Stephen De Souza
Keyword(s):  
Medical Students ◽  
Learning Experience ◽  
Undergraduate Teaching ◽  
Written Feedback ◽  
Face To Face ◽  
Knowledge Based ◽  
Technology Students ◽  
The Face ◽  
Set Up ◽  
The Right

AimsIn March 2020, COVID-19 and its associated restrictions forced a halt to in-person teaching and assessment. To try and mitigate this disruption, the psychiatry undergraduate teaching faculty developed a knowledge based remote curriculum. However, it became clear that our students sorely missed clinical and consultation experience. Prior to the pandemic we had delivered a mock Objective Structured Clinical Examination (OSCE) to those undertaking their psychiatry block. In Somerset Academy, we wanted to deliver a distanced alternative: the remote mock OSCE (ReMO). We hoped to demonstrate this would be a feasible and valuable learning experience.MethodIn keeping with other OSCEs, ReMO had active stations (4) and a rest station. Four simultaneous Skype meetings were set up as clinical stations, each with an examiner and actor. To test the technology, students and facilitators were emailed links to each meeting in advance, and invited to sign in. Students were given individualised timings to rotate between stations. Stations involved history taking, risk assessment, and management discussions of common psychiatric presentations.The students then rotated again, receiving personalised feedback about their performance, enabling immediate reflection and consideration of areas for development. This was followed up with written feedback, using examiner completed mark schemes.ResultAfter ReMO we invited feedback from medical students and facilitators. 7 out of the 8 medical students that participated completed a post-ReMO survey. 100% of students found ReMO “useful”, with 71% (5/7) rating it an “extremely valuable” experience and 29% (2/7) rating it “fairly valuable”. Students felt it was well organised, realistic, and increased their confidence in remote consultations and OSCE practice. 6 out of 8 facilitators completed feedback on ReMO. 100% felt that ReMO was reproducible and 83% (5/6) rated it as “fairly realistic” when compared to the face-to-face standard.ConclusionFirstly, ReMO was feasible. However, it was logistically difficult, requiring extensive organisation to ensure this relatively small group were in the right place at the right time. In future, we would consider alternative platforms such as Zoom, or specific consultation software, such as Attend Anywhere, to reduce the logistics burden and utilise features such as ‘breakout rooms’. We would recommend an allocated co-ordinator to troubleshoot any problems in real time via a group messaging service.In conclusion, ReMO is achievable and a valuable student learning experience. Since the pilot it has become an integral part of our curriculum. We recommend that all undergraduate Psychiatry faculties consider adding it to their programme.

scholarly journals Blended Learning Acceptance Scale (BLAS) in Distance Higher Education: Toward an Initial Development and Validation

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110400
Author(s):  
Brandford Bervell ◽  
Irfan Naufal Umar ◽  
Jeya Amantha Kumar ◽  
Beatrice Asante Somuah ◽  
Valentina Arkorful
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Blended Learning ◽  
Structural Equation ◽  
Equation Modeling ◽  
Initial Development ◽  
Face To Face ◽  
The Face ◽  
Acceptance Scale ◽  
Development And Validation

The adoption of blended mode of e-learning is dominant basically because of the affordances of the combination of both the benefits of online and face-to-face sessions. In view of this, most traditional distance education institutions have acquired Learning Management System (LMS) for online learning to support the face-to-face aspect of lesson delivery to satisfy the blended mode. This has induced research into the acceptance of blended learning from both tutors’ and students’ perspectives. However, the gap in the literature is that, most of these researches employ instruments that measure only the LMS-based online aspect or the technology of the blended mode leaving the face-to-face aspect relegated. To fill the gap, data were collected from 267 tutors based on a cross-sectional survey design with the questionnaire as the instrument. The result was a development and validation through a partial least squares structural equation modeling of a Blended Learning Acceptance Scale (BLAS) that combines both LMS-based online learning and face-to-face aspects to measure blended learning acceptance in distance higher education.

scholarly journals The Perception of Medical Students Towards Virtual Learning During Corona Pandemic at Faculties of Medicine at Alzaiem Alazhari and Khartoum Universities, Khartoum, 2021

2021 ◽  
Author(s):  
Daffalla A'lamElhuda ◽  
Leenah Mohammed S.M ◽  
Alamin Mustafa .E. M
Keyword(s):  
Medical Students ◽  
Clinical Skills ◽  
Virtual Learning ◽  
Simple Random Sampling ◽  
Cross Sectional ◽  
Face To Face ◽  
Classical Class ◽  
The Face ◽  
Medical Faculties ◽  
Class Room

Abstract Background: “Is COVID-19 pandemic the end of classical class room based education?” the most frequent question nowadays after the forced restrictions which included educational intuition lockdown، objectives, this paper aimed to study the perception of medical students towards virtual learning during COVID-19 pandemic at faculties of medicine at Alzaiem Alazhari and Khartoum universities in Sudan , 2021.Methods: This was a descriptive cross-sectional faculty -based study in which self-administered questionnaires were distributed to 357 medical students at faculties of medicine at Alzaiem Alazhari university and university of Khartoum. Respondents were selected using simple random sampling, and data was analyzed using SPSS 26. Results: This study revealed that the average number of hours that spent on virtual learning before and during the COVID-19 pandemic were statistically significant (p<0.05), with average of 1.9 hours per day before the pandemic and average of more than 3 hours per day during the pandemic (57.9%) .Moreover, the majority of the participants 77.9% (n=279) thought that virtual learning did not successfully replace the face to face classical teaching especially the clinical medical students 87.2% (n=312) who claimed that clinical skills cannot be taught virtually and they need the direct patient contact education in order to practice the clinical skills in a proper way.Conclusion: Virtual learning in these two medical faculties was found to be well perceived, because its pros outweighed its cons, as it was the most appropriate method to use in order to continue the education process during the pandemic.

scholarly journals Assessing The Utility and Efficacy of e-OSCE Among Undergraduate Medical Students During The COVID-19 pandemic

2021 ◽  
Author(s):  
Sarra Shorbagi ◽  
Nabil Sulaiman ◽  
Ahmad Hasswan ◽  
Mujtaba Kaouas ◽  
Mona M. Al-Dijani ◽  
...  
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Clinical Training ◽  
Clinical Skills ◽  
Real Life ◽  
Undergraduate Medical Students ◽  
Procedural Skills ◽  
Face To Face ◽  
Global Pandemic ◽  
The Face

Abstract Background The outbreak of coronavirus disease 2019 (COVID-19) and its quick progression to a global pandemic has urged medical schools to shift from didactic to distance learning and assessment approaches. The quality of clinical training and assessment have been jeopardized due to the regulatory restrictions and potential hazards to human lives. The aim of this paper is to evaluate the utility and efficacy of an electronic Objective Structured Clinical Examination (e-OSCE), which attempted to transform the format of a face-to-face OSCE to an e-OSCE. Methods We conducted three end of clerkship e-OSCEs for final year medical students in Surgery, Medicine and Family Medicine using the teleconferencing application of Microsoft Teams (MST). The e-OSCE blueprint included the assessment of all clinical skills except physical examination and procedural skills. Examiners supervised e-OSCE from the college campus, while all students were remotely assessed through the MST channels. During the exam, the students stayed in their specified MST channel and examiners rotated across all students. The utility and efficacy of e-OSCE was evaluated using a self-administered questionnaire for students, examiners and e-OSCE team. Results The data analysis showed that 93.4% students and 92.2% examiners agreed with the quality and process of e-OSCE. Similarly, 83.6% students and 98% examiners agreed with the seamless organization of e-OSCE. As many as 45.9% students and 74.5% examiners agreed that e-OSCE was close to real life practice. Approximately one fifth of students and one third of examiners preferred e-OSCE over the face-to-face OSCE. The analysis of qualitative data generated the themes of e-OSCE structure and technology. While majority of participants were satisfied with e-OSCE, students were concerned about examiners’ training and e-OSCE contents. Examiners and e-OSCE team recognized the paper-less, tech-savy, fast and reliable format of e-OSCE. Conclusion During and beyond COVID- 19 era, e-OSCE is a strong substitute to standard OSCE for assessing clinical competence except for physical examination and procedural skills. The planning and implementation of e-OSCE reflects an ingenuity in the assessment of clinical competencies of medical students.

Supporting the Use of Rudimentary Vocalizations

2014 ◽  
Vol 23 (3) ◽  
pp. 132-139 ◽  
Author(s):  
Lauren Zubow ◽  
Richard Hurtig
Keyword(s):  
Rett Syndrome ◽  
Visual Cues ◽  
Acoustic Analysis ◽  
Eye Gaze ◽  
Research Question ◽  
Primary Research ◽  
Multiple Modalities ◽  
Face To Face ◽  
Perceptual Judgments ◽  
The Face

Children with Rett Syndrome (RS) are reported to use multiple modalities to communicate although their intentionality is often questioned (Bartolotta, Zipp, Simpkins, & Glazewski, 2011; Hetzroni & Rubin, 2006; Sigafoos et al., 2000; Sigafoos, Woodyatt, Tuckeer, Roberts-Pennell, & Pittendreigh, 2000). This paper will present results of a study analyzing the unconventional vocalizations of a child with RS. The primary research question addresses the ability of familiar and unfamiliar listeners to interpret unconventional vocalizations as “yes” or “no” responses. This paper will also address the acoustic analysis and perceptual judgments of these vocalizations. Pre-recorded isolated vocalizations of “yes” and “no” were presented to 5 listeners (mother, father, 1 unfamiliar, and 2 familiar clinicians) and the listeners were asked to rate the vocalizations as either “yes” or “no.” The ratings were compared to the original identification made by the child's mother during the face-to-face interaction from which the samples were drawn. Findings of this study suggest, in this case, the child's vocalizations were intentional and could be interpreted by familiar and unfamiliar listeners as either “yes” or “no” without contextual or visual cues. The results suggest that communication partners should be trained to attend to eye-gaze and vocalizations to ensure the child's intended choice is accurately understood.

Antecedent Factors to Recommendation Intention on the Face-to-Face Job Consulting

2013 ◽  
Vol 14 (3) ◽  
pp. 115-133
Author(s):  
조현 ◽  
Jaeshin Park ◽  
ki-jin jang
Keyword(s):  
Face To Face ◽  
The Face ◽  
Recommendation Intention

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

Sign in / Sign up

Export Citation Format

Share Document