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Lewis LS, Hartman AM, Leonard C, Cadavero A, Reynolds SS. Impact of Nursing Clinical Elective Courses on New Graduate Nurses' Clinical Practice: A Mixed-Methods Descriptive Study. Nurse Educ 2024; 49:152-157. [PMID: 37890459 DOI: 10.1097/nne.0000000000001551] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/29/2023]
Abstract
BACKGROUND Clinical elective courses provide additional specialty knowledge for prelicensure nursing students; however, it is unknown how these courses impact nurses' clinical practice after graduation. PURPOSE To describe how clinical nursing electives impact graduates' clinical practice. METHODS A mixed-methods descriptive design was used. Students who graduated from a prelicensure nursing program were sent an electronic survey and participated in qualitative interviews. RESULTS Thirty-three graduates completed the survey, with 9 participating in interviews. Sixteen graduates worked in the clinical practice areas that were the same, or related to, the clinical elective they took. Many graduates felt that taking the elective course improved their confidence in the clinical setting and provided increased knowledge that put them at an advantage over their peers. CONCLUSION Clinical electives may offer a means to meet health care system needs by preparing a more confident, knowledgeable new graduate in specialty areas in which nurses are needed most.
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Affiliation(s)
- Lisa S Lewis
- Author Affiliations: Associate Professor (Drs Lewis and Reynolds) and Assistant Professor (Drs Leonard and Cadavero), Duke University School of Nursing, Durham, North Carolina; Assistant Professor and Assistant Dean (Dr Hartman), Accelerated Bachelor of Science in Nursing Program, Duke University School of Nursing, Durham, North Carolina; and Clinical Nurse Specialist (Dr Reynolds), Infection Prevention Duke University Hospital, Durham, North Carolina
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Ocal S, Schiller E, Alpert JB, Stavrakis C, Fefferman NR, Hoffmann JC. Design, Implementation, and Initial Impact of a Longitudinal Radiology Curriculum in a Primary Care-Focused Medical School. J Am Coll Radiol 2024; 21:346-349. [PMID: 36893997 DOI: 10.1016/j.jacr.2023.02.022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2022] [Revised: 02/13/2023] [Accepted: 02/15/2023] [Indexed: 03/09/2023]
Affiliation(s)
- Selin Ocal
- Medical Student MS3, NYU Long Island School of Medicine, Mineola, New York; ACR Member, ACR Medical Student Subcommittee Member.
| | - Emily Schiller
- Medical Student MS2, NYU Long Island School of Medicine, Mineola, New York; ACR Member
| | - Jeffrey B Alpert
- Associate Professor, Department of Radiology at NYU Grossman School of Medicine; Department of Thoracic Radiology and Department of Radiology, NYU Langone Health, New York, New York
| | - Costas Stavrakis
- Clinical Assistant Professor, Department of Radiology at NYU Long Island School of Medicine, Mineola, New York; and Department of Musculoskeletal Radiology, NYU Langone Health, New York, New York; and ACR Member
| | - Nancy R Fefferman
- Vice Chair for Education; Section Chief Pediatric Radiology; Associate Professor, Department of Radiology at NYU Grossman School of Medicine, Department of Radiology, NYU Langone Health, New York, New York
| | - Jason C Hoffmann
- Director, Diagnostic Radiology Residency Program, NYU Langone Hospital-Long Island, Mineola, New York, and Associate Professor, Department of Radiology at NYU Long Island School of Medicine, New York, New York; President of the NYU Long Island School of Medicine Faculty Council; ACR Member
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Thomas SP, Fathy R, Aepli S, Clancy CB, Lipschik GY, Simpson SA, Katz SI, Doms RW, Nachiappan AC. Comparative Evaluation of Choose Your Own Adventure and Traditional Linear Case Formats in Radiology Small Group Teaching. Acad Radiol 2022; 29 Suppl 5:S82-S88. [PMID: 34987000 DOI: 10.1016/j.acra.2021.10.022] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2021] [Revised: 10/08/2021] [Accepted: 10/10/2021] [Indexed: 11/26/2022]
Abstract
RATIONALE AND OBJECTIVES We aim to compare Choose Your Own Adventure (CYOA) presentation format with linear case format as educational methods for teaching a radiology small group session to medical students. MATERIALS AND METHODS A radiology small group session was held for preclinical second-year medical students in the pulmonary course, whereby eight classrooms of students and eight radiology facilitators were each randomized to do either the linear case format or the nonlinear CYOA presentation format. All students in attendance were administered a survey at the end of the session, which assessed students' perceptions using five-point Likert-type questions. The survey also contained a four-question knowledge quiz on chest radiology. The facilitators were administered a qualitative survey as well. Between-group analyses were performed using Student's t-test. RESULTS Of the 144 students who attended the small group sessions, 143 students completed the survey (99.3%). The CYOA format group reported significantly greater engagement in the cases (4.5 ± 0.7 vs. 3.8 ± 0.7, p < 0.001), satisfaction with the format (4.6 ± 0.6 vs. 3.7 ± 0.9, p < 0.001), and enhancement of clinical decision making skills (4.5 ± 0.6 vs. 3.5 ± 0.9, p < 0.001). The linear format group reported a greater role for the facilitator to add value (4.6 ± 0.5 vs. 4.3 ± 1.1, p = 0.033). There was no significant difference between groups in performance on the knowledge quiz. CONCLUSION Medical students reported higher satisfaction, engagement, and enhanced clinical decision making skills with the CYOA presentation method compared to linear case format for radiology small group learning.
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Belfi LM, Rotman JA, Benefield T, Jordan SG. The Short and the Long of It: Transitioning to a Blended Longitudinal Curriculum in Radiology. J Am Coll Radiol 2022; 19:699-705. [PMID: 35397227 DOI: 10.1016/j.jacr.2022.02.036] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Revised: 01/30/2022] [Accepted: 02/19/2022] [Indexed: 10/18/2022]
Abstract
PURPOSE The aim of this study was to demonstrate that the transition from a stand-alone radiology clerkship block to a longitudinally integrated radiology curriculum leverages newer teaching tools favored by today's learners. METHODS In 2013 and 2014, medical students attended a dedicated 1-week radiology clerkship course. In 2015, the block clerkship model for radiology transitioned to a vertically integrated curriculum. By 2019, radiology content was integrated into many of the health illness and disease course blocks. Pre- and postcourse multiple-choice questions tests as well as anonymous surveys were administered for both clerkship and integrated curriculum blocks. The student survey questions assessed perceptions regarding interpretation skills, imaging modality knowledge, and radiologists' roles. RESULTS Among 197 total students in the clerkship block, surveys were completed by 170 respondents, yielding a response rate of 86.3%. Among 106 students in the longitudinal course, surveys were completed by 71 respondents, yielding a response rate of 67%. For both clerkship and longitudinally integrated courses, the average number of correct responses after completion of the courses was significantly greater than the average number of correct precourse responses. Compared with students in the clerkship block curriculum, students in the longitudinal curriculum demonstrated a significantly greater frequency of agreement in response to survey questions regarding significant exposure to radiology, feeling comfortable interpreting CT images, and being familiar with how to use the ACR Appropriateness Criteria. CONCLUSIONS Transitioning from a single clerkship block to a more integrated format allows a more effective patient-centered clinical approach to medical imaging.
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Affiliation(s)
- Lily M Belfi
- Director of Medical Student Education, Department of Radiology, Weill Cornell Medicine, New York, New York.
| | - Jessica A Rotman
- Department of Radiology, Weill Cornell Medicine, New York, New York
| | - Thad Benefield
- Department of Radiology, University of North Carolina School of Medicine, Chapel Hill, North Carolina
| | - Sheryl G Jordan
- Director of Undergraduate Medical Education and Diversity Liaison, Department of Radiology, University of North Carolina School of Medicine, Chapel Hill, North Carolina; CME Course Director, American College of Radiology
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Bozung BR, Houston K, Lilly JF, Jordan SG, Fordham LA, Beck Dallaghan G. Student-led peer review of an online teaching file: perspectives after 2 years. MEDICAL EDUCATION ONLINE 2021; 26:1843356. [PMID: 33250037 PMCID: PMC7717784 DOI: 10.1080/10872981.2020.1843356] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/06/2020] [Revised: 10/18/2020] [Accepted: 10/20/2020] [Indexed: 06/12/2023]
Abstract
PROBLEM Opportunities for self-directed learning were missing from our medical school curriculum in general and on our radiology electives specifically. Our objective was to explore the feasibility and benefits of using medical students in the development of our student-created teaching files. APPROACH In 2018, a website was developed at our institution to support medical student radiology education and create a repository for the online publication of student-developed teaching cases. Students participating in radiology clerkships at our institution had an opportunity to submit case presentations for publication to our online teaching file following peer review. The medical students participated in the peer review process facilitated by the faculty director of radiology undergraduate medical education. The faculty member oversaw the training of new student editors and the development of a peer review guide. OUTCOMES The peer review guide included goals of the teaching file project and direction regarding the peer review process. Student editors were trained using the peer review guide in conjunction with individual meetings with the faculty mentor. At twenty-four months, 82 student-developed cases had been published to the online teaching file following medical student peer review. The teaching file had garnered 3884 page views. NEXT STEPS The medical student-led peer review process meets core competencies in self-directed learning. The authors plan to explore the application of peer-assisted learning theories to the editing and peer-review process.
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Affiliation(s)
- Bryan R. Bozung
- University of North Carolina School of Medicine, Chapel Hill, NC, USA
| | - Kaiulani Houston
- University of North Carolina School of Medicine, Chapel Hill, NC, USA
| | | | - Sheryl G. Jordan
- University of North Carolina School of Medicine Department of Radiology, Chapel Hill, NC, USA
| | - Lynn A. Fordham
- University of North Carolina School of Medicine Department of Radiology, Chapel Hill, NC, USA
| | - Gary Beck Dallaghan
- University of North Carolina School of Medicine Office of Medical Education, Chapel Hill, NC, USA
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Zhao PF, Gao Y, Xie SH, Qiao PF. Effect of multi-disciplinary-cooperation-mode, case-based-study and teaching-picture-archiving-communicating-system multi-mode joint teaching mode in medical imaging teaching. Asian J Surg 2021; 44:930-931. [PMID: 33926798 DOI: 10.1016/j.asjsur.2021.04.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2021] [Accepted: 04/08/2021] [Indexed: 10/21/2022] Open
Affiliation(s)
- Peng-Fei Zhao
- Department of Imaging, The Affiliated Hospital of Inner Mongolia Medical University, Huhhot, 010050, Inner Mongolia, China
| | - Yang Gao
- Department of Imaging, The Affiliated Hospital of Inner Mongolia Medical University, Huhhot, 010050, Inner Mongolia, China
| | - Sheng-Hui Xie
- Department of Imaging, The Affiliated Hospital of Inner Mongolia Medical University, Huhhot, 010050, Inner Mongolia, China
| | - Peng-Fei Qiao
- Department of Imaging, The Affiliated Hospital of Inner Mongolia Medical University, Huhhot, 010050, Inner Mongolia, China.
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Wang C, Bakhet M, Roberts D, Gnani S, El-Osta A. The efficacy of microlearning in improving self-care capability: a systematic review of the literature. Public Health 2020; 186:286-296. [PMID: 32882481 DOI: 10.1016/j.puhe.2020.07.007] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2020] [Revised: 06/29/2020] [Accepted: 07/03/2020] [Indexed: 11/25/2022]
Abstract
OBJECTIVE To determine the effectiveness of microlearning in improving an individual's capability for self-care. STUDY DESIGN Systematic review of the literature. BACKGROUND The routine adoption of health seeking self-care behaviours can prevent or delay the appearance of various lifestyle diseases including type 2 diabetes and cardiovascular disease. Microlearning delivers complex knowledge in fragments or bite-size 'nuggets' of information and has been applied as a novel intervention to improve individual's self-care capabilities. The aim of this research was to systematically review the literature to determine the effectiveness of microlearning in improving individual self-care capability. METHODS A search was conducted on 15 July 2019 across five electronic bibliographic databases: EMBASE, MEDLINE, PsycINFO, CINAHL and Scopus. Randomised and non-randomised controlled trials, controlled before-after studies and interrupted time series studies, published between 1 January 1990 and 15 July 2019 and looking at individuals of all ages were included in the search. The search strategy included a keyword search and a string of "(modality) AND (learning) AND (micro)", which broadly described microlearning to cover all available articles that have used microformat learning interventions. The search was combined with keywords and Medical Subject Headings (MeSH) terms for self-care to identify studies of interests. Studies were screened by two reviewers independently and reported using a Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flowchart. Data from included articles were extracted using Cochran Data Collection Form. Risk of bias was assessed using Version 2 of the Cochrane Risk-of-bias or Risk Of Bias In Non-Randomised Studies of Interventions (ROBINS-I). RESULTS 1310 articles were identified in the initial search. A total of 26 manuscripts were included in the narrative synthesis after title and abstract and full text screening was performed by two reviewers. Outcomes of studies were categorised. A total of 23 studies measured cognitive level self-care capabilities-related changes, and 91% showed statistically significant improvements. Only 11 studies measured actual self-care behaviour changes, from which only 36% showed statistically significant results. From the 26 manuscripts included, 25 articles were evaluated as having moderate-to-high risk of bias. CONCLUSION Under certain conditions, or when combined with monitoring such as tracking daily medicine intake, microlearning can be effective in improving actual self-care behaviours. Microlearning can also positively influence individuals' cognitive self-care capabilities but was largely ineffective in triggering actual self-care behaviour change. More studies are needed to investigate the effectiveness of microlearning in improving self-care capabilities amongst the general population at scale.
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Affiliation(s)
- C Wang
- Self-Care Academic Research Unit (SCARU), Department of Primary Care & Public Health, School of Public Heath, Imperial College London, Charing Cross Hospital, London W6 8RF, UK
| | - M Bakhet
- Self-Care Academic Research Unit (SCARU), Department of Primary Care & Public Health, School of Public Heath, Imperial College London, Charing Cross Hospital, London W6 8RF, UK
| | - D Roberts
- Self-Care Academic Research Unit (SCARU), Department of Primary Care & Public Health, School of Public Heath, Imperial College London, Charing Cross Hospital, London W6 8RF, UK
| | - S Gnani
- Self-Care Academic Research Unit (SCARU), Department of Primary Care & Public Health, School of Public Heath, Imperial College London, Charing Cross Hospital, London W6 8RF, UK
| | - A El-Osta
- Self-Care Academic Research Unit (SCARU), Department of Primary Care & Public Health, School of Public Heath, Imperial College London, Charing Cross Hospital, London W6 8RF, UK.
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Zhao XX, Wu SP, Wang JY, Gong XY, He XR, Xi MJ, Yuan WF. Comparison of Multiple Quantitative Evaluation Indices of Theoretical Knowledge and Clinical Practice Skills and Training of Medical Interns in Cardiovascular Imaging Using Blended Teaching and the Case Resource Network Platform (CRNP). Med Sci Monit 2020; 26:e923836. [PMID: 32297597 PMCID: PMC7191953 DOI: 10.12659/msm.923836] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Background This study aimed to compare multiple quantitative evaluation indices of levels of theoretical knowledge and clinical practice skills in training medical interns in cardiovascular imaging based on the use of the blended teaching (BT) online artificial intelligence (AI) case resource network platform (CRNP), including time and frequency indices and effectiveness of the CRNP. Material/Methods The study included 110 medical interns who were divided into the routine teaching (RT) group (n=55) and the blended teaching (BT) group (n=55). The two were assessed using the mini-clinical evaluation exercise (mini-CEX) that assessed clinical skills, attitudes, and behaviors and using an objective written questionnaire. The following four indices were compared between the RT and BT groups: the X-ray score (XS), the computed tomography angiography (CTA) score (CS), the cardiac magnetic resonance imaging (CMRI) score (MS), and the average score (AS). Seven assessment indicators included: the imaging description (ID), the qualitative diagnosis (QD), the differential diagnosis (DD), examination preparation (EP), interview skill (IS), position display (PD), and human care (HC). Indicators of CRNP use included: number of times (TN), average duration (AD), single maximum duration (SMD), and total duration (TD). Results AS significantly correlated with AD (rad=0.761) and TD (rtd=0.754), and showed moderate correlation with TN (rtn=0.595), but weak correlation with SMD (rsmd=0.404). Conclusions Levels of theoretical knowledge and clinical practice skills during medical intern training in cardiovascular imaging based on BT using the CRNP teaching technology improved theoretical knowledge and practical skills.
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Affiliation(s)
- Xin-Xiang Zhao
- Department of Radiology, The Second Affiliated Hospital of Kunming Medical University, Kunming, Yunnan, China (mainland)
| | - Shao-Ping Wu
- Department of Radiology, The First Affiliated Hospital of Chengdu Medical College, Chengdu, Sichuan, China (mainland)
| | - Jiang-Yue Wang
- School of Clinical Medicine, Chengdu Medical College, Chengdu, Sichuan, China (mainland)
| | - Xiao-Yi Gong
- School of Clinical Medicine, Chengdu Medical College, Chengdu, Sichuan, China (mainland)
| | - Xi-Ran He
- School of Clinical Medicine, Chengdu Medical College, Chengdu, Sichuan, China (mainland)
| | - Mao-Jiao Xi
- School of Clinical Medicine, Chengdu Medical College, Chengdu, Sichuan, China (mainland)
| | - Wei-Feng Yuan
- Department of Radiology, The First Affiliated Hospital of Chengdu Medical College, Chengdu, Sichuan, China (mainland)
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