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Hall K, Bardier C, Greer D, Clayton A, Poblete R. Unleashing leadership potential in unprecedented times: Lessons learned from an evaluation of a virtual cohort-based adaptive leadership program for public health executives. PUBLIC HEALTH IN PRACTICE 2024; 8:100532. [PMID: 39114130 PMCID: PMC11304061 DOI: 10.1016/j.puhip.2024.100532] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2024] [Revised: 06/26/2024] [Accepted: 07/03/2024] [Indexed: 08/10/2024] Open
Abstract
Objectives This paper presents the evaluation results from the Adaptive Leadership Academy (ALA), a pilot program aimed at developing executive-level leaders in public and community health. Study design Mixed methods study. Methods The evaluation followed the Kirkpatrick Model to assess program participants' satisfaction with the training, knowledge and skill gain, and behavior change. Data were collected beginning in December 2021 through August 2022 from 20 program participants via online surveys and key informant interviews. Results The findings indicated that ALA helped participants improve their leadership knowledge, skills, and capabilities. In particular, the study highlighted the effectiveness of cohort-based leadership development programs using adaptive leadership as the foundation for the curriculum. Participants found the cohort-based model and synchronous components particularly useful in creating a supportive environment in which to be vulnerable and grow. Conclusions Overall, the evaluation provided evidence that the ALA pilot enhanced leadership knowledge, skills, and capabilities. The findings support the use of adaptive leadership as a framework for leadership development programs in the public health sector.
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Affiliation(s)
- Kellie Hall
- National Association of County and City Health Officials, Washington, DC, United States
| | - Cortni Bardier
- National Association of County and City Health Officials, Washington, DC, United States
| | - Deya Greer
- National Association of County and City Health Officials, Washington, DC, United States
| | - Anna Clayton
- National Association of County and City Health Officials, Washington, DC, United States
| | - Ramona Poblete
- National Association of County and City Health Officials, Washington, DC, United States
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Koyuncu A, Pehlivan K, Yava A, Çetindaş K, Karacan Hİ, Ulaşli Z. New method for autonomous learning of BLS psychomotor skills: Pillow mannequin: Randomized controlled study. NURSE EDUCATION TODAY 2024; 140:106273. [PMID: 38924976 DOI: 10.1016/j.nedt.2024.106273] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/24/2024] [Revised: 05/17/2024] [Accepted: 06/02/2024] [Indexed: 06/28/2024]
Abstract
BACKGROUND Evidence supporting the benefits of autonomous learning of basic life support, such as rapid outcomes and cost-effectiveness, is increasing. Reports supporting the autonomous learning of cognitive skills in basic life support exist. However, there is currently no report supporting the autonomous learning of psychomotor skills in basic life support. AIM This study aimed to assess how using a research-developed pillow-made mannequin affects autonomous learning of psychomotor skills in basic life support training. DESIGN Randomized controlled trial. SETTING This study was conducted in a nursing school in Turkey. PARTICIPANTS Sixty-one (n = 61) third-year formal science undergraduate students. METHODS At XXX University, 61 nursing students were divided into Intervention (n = 31) and Control Groups (n = 30). Students in both groups received basic life support training, including live demonstrations. Intervention Group students practiced with the mannequin for 15 days. Skill assessments were conducted by two independent evaluators using a real mannequin 15 days later and six months later. Researchers used a checklist to assess psychomotor skills. RESULTS The sociodemographic characteristics of both student groups were similar. There was no significant difference in cognitive knowledge levels after the blended training (p > 0.05). However, at both post-intervention assessments, after 15 days and after 6 months, significant skill differences emerged in "placing the index finger on the ends of the sternum," "combining the thumbs in the middle," "defining the lower sternum as a massage point," "placing the base of the chest" "placing the weaker hand at the massage point," "placing the body perpendicular to the ribcage," and "performing 30 compressions." Cohen's kappa value was calculated as 0.932. CONCLUSION Use of the mannequin facilitates autonomous learning of psychomotor skills and promotes accurate application. TRIAL REGISTRATION ClinicalTrials.gov ID: NCT05346003, 08/02/2022.
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Affiliation(s)
- Aynur Koyuncu
- Department of Nursing, Hasan Kalyoncu University Faculty of Health Sciences, Giresun Cad. 45/11. Güneş Apt. Etlik, Ankara 0610, Turkey.
| | - Kadriye Pehlivan
- Department of Nursing, Hasan Kalyoncu University Faculty of Health Sciences, Giresun Cad. 45/11. Güneş Apt. Etlik, Ankara 0610, Turkey
| | - Ayla Yava
- Department of Nursing, Hasan Kalyoncu University Faculty of Health Sciences, Giresun Cad. 45/11. Güneş Apt. Etlik, Ankara 0610, Turkey
| | - Kübra Çetindaş
- Prof. Dr. Alaeddin Yavaşça State Hospital, Avukat Mehmet Abdi Bulut Street, Kilis 7900, Turkey
| | - Halil İbrahim Karacan
- Hasan Kalyoncu University, Institute of Graduate Education, Oğuzeli Street, Gaziantep 2700, Turkey
| | - Zeynep Ulaşli
- Private Anka Hospital, Coronary Intensive Care, 99th Street, Gaziantep 2700,Turkey
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Martinez-Satorres A, Roca-Saumell C, Escale-Besa A, Arcarons-Marti M, Fernandez-Segura FJ, Wagner CA, Pires-Nuñez P, Turmo-Tristan N, Diez-Garcia L, Maron-Lopez A, Marti-Oltra Z, Vanrell-Nicolau M, Da Silva Torres S, Ruiz-Torres A, Pino-Prieto P, Pillay D, Casaldaliga-Sola A, Lazaro-Navarro X, Lasagabaster-Uriarte M, Martin MIFS. Evaluation of the impact of an online video game as an educational intervention on sexual health and the prevention, diagnosis, and treatment of sexually transmitted infection: A randomized controlled trial protocol. BMC MEDICAL EDUCATION 2024; 24:922. [PMID: 39187824 PMCID: PMC11348702 DOI: 10.1186/s12909-024-05903-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/20/2024] [Accepted: 08/13/2024] [Indexed: 08/28/2024]
Abstract
BACKGROUND The incidence of sexually transmitted infections (STIs) is increasing, especially among young people. Tools are needed to increase knowledge about sex education and STI prevention and treatment. Gamification can be a good training tool for both young people and health professionals. The primary objective of this study is to assess the impact of a training intervention on STI prevention, detection, and treatment in primary care professionals. METHODS/DESIGN Multicentre cluster randomized controlled trial. Groups of primary care professionals will receive an intervention (online video game on sex education and STIs [SEXIT]) and will be compared with control groups that will not receive the intervention. Group assignments will be randomized by clusters. The study will consist of a pre-post evaluation of the intervention: a knowledge test will be administered before and after the intervention and 3 months after the intervention. This test will also be carried out on the same time sequence in the control groups. The impact of the training intervention will be assessed over a 6-month period, focusing on various variables associated with the clinical management of STIs. This evaluation entails the clinical records of diagnostic tests and antibiotic prescriptions related to the clinical approach to STIs. The required sample size is 262 (131 per group). DISCUSSION Compared with those in the control group, improvements in knowledge and clinical behavioural outcomes after the intervention are expected for participants in the intervention groups. We plan to develop an educational video game to increase the knowledge about sexuality, STIs and violence. Protocol registered at ISRCTN with reference number ISRCTN17783607.
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Affiliation(s)
- Alba Martinez-Satorres
- Gerència d'Atenció Primària Barcelona Ciutat, Institut Català de La Salut (ICS), Carrer Balmes, Barcelona, 22, 08007, Spain.
- Grup de Dermatologia de La Societat Catalana de Medicina Familiar I Comunitària (CAMFiC), Carrer Diputació, Barcelona, 316, 08009, Spain.
- Unitat Docent Multiprofessional d'Atenció Familiar I Comunitària de Barcelona Ciutat, Barcelona, Spain.
| | - Carme Roca-Saumell
- Gerència d'Atenció Primària Barcelona Ciutat, Institut Català de La Salut (ICS), Carrer Balmes, Barcelona, 22, 08007, Spain
- Unitat Docent Multiprofessional d'Atenció Familiar I Comunitària de Barcelona Ciutat, Barcelona, Spain
- Facultat de Medicina I Ciències de La Salut, Universitat de Barcelona (UB), Carrer Casanova, Barcelona, 143, 08036, Spain
| | - Anna Escale-Besa
- Grup de Dermatologia de La Societat Catalana de Medicina Familiar I Comunitària (CAMFiC), Carrer Diputació, Barcelona, 316, 08009, Spain
- Gerència d'Atenció Primària Catalunya Central, Institut Català de La Salut (ICS), Carrer Pica d'Estats, 13-15, Sant Fruitós de Bages, Barcelona, 08272, Spain
- Gerència d'Atenció Primària Metropolitana Sud, Institut Català de La Salut (ICS), Carrer Balmes, Barcelona, 22, 08007, Spain
| | - Marta Arcarons-Marti
- Gerència d'Atenció Primària Barcelona Ciutat, Institut Català de La Salut (ICS), Carrer Balmes, Barcelona, 22, 08007, Spain
- Grup de Dermatologia de La Societat Catalana de Medicina Familiar I Comunitària (CAMFiC), Carrer Diputació, Barcelona, 316, 08009, Spain
- Unitat Docent Multiprofessional d'Atenció Familiar I Comunitària de Barcelona Ciutat, Barcelona, Spain
| | - Francisco Javier Fernandez-Segura
- Gerència d'Atenció Primària Barcelona Ciutat, Institut Català de La Salut (ICS), Carrer Balmes, Barcelona, 22, 08007, Spain.
- Grup de Dermatologia de La Societat Catalana de Medicina Familiar I Comunitària (CAMFiC), Carrer Diputació, Barcelona, 316, 08009, Spain.
- Unitat Docent Multiprofessional d'Atenció Familiar I Comunitària de Barcelona Ciutat, Barcelona, Spain.
| | - Carolina Allegra Wagner
- Gerència d'Atenció Primària Barcelona Ciutat, Institut Català de La Salut (ICS), Carrer Balmes, Barcelona, 22, 08007, Spain
- Unitat Docent Multiprofessional d'Atenció Familiar I Comunitària de Barcelona Ciutat, Barcelona, Spain
- Grup de Violències Masclistes de La Societat Catalana de Medicina Familiar I Comunitària (CAMFiC), Carrer Diputació, Barcelona, 316, 08009, Spain
| | - Pablo Pires-Nuñez
- Gerència d'Atenció Primària Barcelona Ciutat, Institut Català de La Salut (ICS), Carrer Balmes, Barcelona, 22, 08007, Spain
| | - Nuria Turmo-Tristan
- Gerència d'Atenció Primària Barcelona Ciutat, Institut Català de La Salut (ICS), Carrer Balmes, Barcelona, 22, 08007, Spain
- Grup de Dermatologia de La Societat Catalana de Medicina Familiar I Comunitària (CAMFiC), Carrer Diputació, Barcelona, 316, 08009, Spain
| | - Lorena Diez-Garcia
- Grup de Dermatologia de La Societat Catalana de Medicina Familiar I Comunitària (CAMFiC), Carrer Diputació, Barcelona, 316, 08009, Spain
| | - Andrea Maron-Lopez
- Gerència d'Atenció Primària Barcelona Ciutat, Institut Català de La Salut (ICS), Carrer Balmes, Barcelona, 22, 08007, Spain
| | - Zulema Marti-Oltra
- Gerència d'Atenció Primària Barcelona Ciutat, Institut Català de La Salut (ICS), Carrer Balmes, Barcelona, 22, 08007, Spain
- Grup de Dermatologia de La Societat Catalana de Medicina Familiar I Comunitària (CAMFiC), Carrer Diputació, Barcelona, 316, 08009, Spain
| | - Marta Vanrell-Nicolau
- Gerència d'Atenció Primària Barcelona Ciutat, Institut Català de La Salut (ICS), Carrer Balmes, Barcelona, 22, 08007, Spain
- Grup de Dermatologia de La Societat Catalana de Medicina Familiar I Comunitària (CAMFiC), Carrer Diputació, Barcelona, 316, 08009, Spain
| | - Sonia Da Silva Torres
- Gerència d'Atenció Primària Barcelona Ciutat, Institut Català de La Salut (ICS), Carrer Balmes, Barcelona, 22, 08007, Spain
| | - Alvaro Ruiz-Torres
- Gerència d'Atenció Primària Barcelona Ciutat, Institut Català de La Salut (ICS), Carrer Balmes, Barcelona, 22, 08007, Spain
- Unitat Docent Multiprofessional d'Atenció Familiar I Comunitària de Barcelona Ciutat, Barcelona, Spain
| | - Pablo Pino-Prieto
- Gerència d'Atenció Primària Barcelona Ciutat, Institut Català de La Salut (ICS), Carrer Balmes, Barcelona, 22, 08007, Spain
- Unitat Docent Multiprofessional d'Atenció Familiar I Comunitària de Barcelona Ciutat, Barcelona, Spain
| | - Dhyaanenshan Pillay
- Gerència d'Atenció Primària Barcelona Ciutat, Institut Català de La Salut (ICS), Carrer Balmes, Barcelona, 22, 08007, Spain
- Unitat Docent Multiprofessional d'Atenció Familiar I Comunitària de Barcelona Ciutat, Barcelona, Spain
| | - Angels Casaldaliga-Sola
- Grup de Dermatologia de La Societat Catalana de Medicina Familiar I Comunitària (CAMFiC), Carrer Diputació, Barcelona, 316, 08009, Spain
- Gerència d'Atenció Primària Catalunya Central, Institut Català de La Salut (ICS), Carrer Pica d'Estats, 13-15, Sant Fruitós de Bages, Barcelona, 08272, Spain
| | - Xavi Lazaro-Navarro
- Grup de Dermatologia de La Societat Catalana de Medicina Familiar I Comunitària (CAMFiC), Carrer Diputació, Barcelona, 316, 08009, Spain
- Gerència d'Atenció Primària Catalunya Central, Institut Català de La Salut (ICS), Carrer Pica d'Estats, 13-15, Sant Fruitós de Bages, Barcelona, 08272, Spain
| | - Maria Lasagabaster-Uriarte
- Gerència d'Atenció Primària Barcelona Ciutat, Institut Català de La Salut (ICS), Carrer Balmes, Barcelona, 22, 08007, Spain
- Unitat Docent Multiprofessional d'Atenció Familiar I Comunitària de Barcelona Ciutat, Barcelona, Spain
| | - Maria Isabel Fernandez-San Martin
- Gerència d'Atenció Primària Barcelona Ciutat, Institut Català de La Salut (ICS), Carrer Balmes, Barcelona, 22, 08007, Spain
- Unitat Docent Multiprofessional d'Atenció Familiar I Comunitària de Barcelona Ciutat, Barcelona, Spain
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Koenig E, Hoffmann U, Fegert JM, Keller F, Sicorello M, Spohrs J, Kraus L, Nickel S, Schmahl C, Abler B, In-Albon T, Koenig J, Ougrin D, Kaess M, Plener PL. Training approaches for the dissemination of clinical guidelines for NSSI: a quasi-experimental trial. Child Adolesc Psychiatry Ment Health 2024; 18:99. [PMID: 39127743 DOI: 10.1186/s13034-024-00789-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/08/2024] [Accepted: 07/25/2024] [Indexed: 08/12/2024] Open
Abstract
BACKGROUND Non-suicidal self-injury (NSSI) is of high clinical relevance due to its high prevalence and negative long-term implications. In 2016, the German consensus-based clinical guidelines for diagnostic, assessment and treatment of NSSI in childhood and adolescence were published. However, research indicates that clinical guidelines are often poorly implemented in clinical practice. One crucial part of this process is the training of healthcare professionals to transfer knowledge and capacities to bring guideline recommendations into clinical practice. METHODS The effect of three different dissemination strategies (printed educational material, e-learning, and blended-learning) on the NSSI guidelines´ recommendations was examined among 671 physicians and psychotherapists via an online-survey. The quasi-experimental study included three measurement points (before the training, after the training, 3-month follow-up) and mixed effects models were used to test for changes in knowledge, competences and attitudes toward NSSI and treatment. Moreover, the transfer of gained competences to practical work and user satisfaction were reviewed. RESULTS With all three training formats, the intended changes of the outcome variables could be observed. Hereby, the printed educational material condition showed the lowest improvement in the scores for the 'negative attitudes toward NSSI and those who self-injure'. The training effect remained stable throughout the follow-up measurement. The highest application rate of acquired intervention techniques in clinical practice was reported for the blended-learning condition. For all three training strategies, user satisfaction was high and evaluation of training quality was positive, with printed educational material receiving the lowest and blended-learning the highest evaluations. CONCLUSIONS In summary, all three training formats were perceived to be of high quality and seem to be suited to cover the needs of a heterogeneous group of physicians and psychotherapists. The choice of training method could be driven by considering which training goals are desired to be achieved and by the benefit-cost ratio allowing for tailored training approaches.
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Affiliation(s)
- Elisa Koenig
- Department of Child and Adolescent Psychiatry/Psychotherapy, Ulm University Hospital, Ulm, Germany.
- German Center of Mental Health (DZPG), Partner site Ulm, Germany.
| | - Ulrike Hoffmann
- Department of Child and Adolescent Psychiatry/Psychotherapy, Ulm University Hospital, Ulm, Germany
- German Center of Mental Health (DZPG), Partner site Ulm, Germany
| | - Jörg M Fegert
- Department of Child and Adolescent Psychiatry/Psychotherapy, Ulm University Hospital, Ulm, Germany
- German Center of Mental Health (DZPG), Partner site Ulm, Germany
| | - Ferdinand Keller
- Department of Child and Adolescent Psychiatry/Psychotherapy, Ulm University Hospital, Ulm, Germany
- German Center of Mental Health (DZPG), Partner site Ulm, Germany
| | - Maurizio Sicorello
- Department of Psychosomatic Medicine and Psychotherapy, Central Institute of Mental Health Mannheim, Medical Faculty Mannheim, Heidelberg University, Mannheim, Germany
| | - Jennifer Spohrs
- Department of Child and Adolescent Psychiatry/Psychotherapy, Ulm University Hospital, Ulm, Germany
| | - Laura Kraus
- Clinical Child and Adolescent Psychology and Psychotherapy, University of Kaiserslautern-Landau, Landau, Germany
| | - Sandra Nickel
- Department of Child and Adolescent Psychiatry/Psychotherapy, Ulm University Hospital, Ulm, Germany
| | - Christian Schmahl
- Department of Psychosomatic Medicine and Psychotherapy, Central Institute of Mental Health Mannheim, Medical Faculty Mannheim, Heidelberg University, Mannheim, Germany
- German Center of Mental Health (DZPG), Partner site Mannheim, Germany
| | - Birgit Abler
- Department of Psychiatry and Psychotherapy III, Ulm University, Ulm, Germany
| | - Tina In-Albon
- Clinical Child and Adolescent Psychology and Psychotherapy, University of Kaiserslautern-Landau, Landau, Germany
| | - Julian Koenig
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Faculty of Medicine and University Hospital Cologne, University of Cologne, Cologne, Germany
| | - Dennis Ougrin
- Youth Resilience Unit, WHO Collaborating Centre for Mental Health Services Development, Centre for Psychiatry and Mental Health, Wolfson Institute of Population Health, Queen Mary University of London, London, UK
| | - Michael Kaess
- Department of Child and Adolescent Psychiatry, Centre for Psychosocial Medicine, Heidelberg University, Heidelberg, Germany
- University Hospital of Child and Adolescent Psychiatry and Psychotherapy, University of Bern, Bern, Switzerland
| | - Paul L Plener
- Department of Child and Adolescent Psychiatry/Psychotherapy, Ulm University Hospital, Ulm, Germany
- Department of Child and Adolescent Psychiatry, Medical University of Vienna, Vienna, Austria
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Curran V, Glynn R, Whitton C, Hollett A. An Approach to the Design and Development of an Accredited Continuing Professional Development e-Learning Module on Virtual Care. JMIR MEDICAL EDUCATION 2024; 10:e52906. [PMID: 39119741 PMCID: PMC11327639 DOI: 10.2196/52906] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/19/2023] [Revised: 05/13/2024] [Accepted: 05/23/2024] [Indexed: 08/10/2024]
Abstract
Unlabelled Virtual care appointments expanded rapidly during COVID-19 out of necessity and to enable access and continuity of care for many patients. While previous work has explored health care providers' experiences with telehealth usage on small-scale projects, the broad-level adoption of virtual care during the pandemic has expounded opportunities for a better understanding of how to enhance the integration of telehealth as a regular mode of health care services delivery. Training and education for health care providers on the effective use of virtual care technologies are factors that can help facilitate improved adoption and use. We describe our approach to designing and developing an accredited continuing professional development (CPD) program using e-learning technologies to foster better knowledge and comfort among health care providers with the use of virtual care technologies. First, we discuss our approach to undertaking a systematic needs assessment study using a survey questionnaire of providers, key informant interviews, and a patient focus group. Next, we describe our steps in consulting with key stakeholder groups in the health system and arranging committees to inform the design of the program and address accreditation requirements. The instructional design features and aspects of the e-learning module are then described in depth, and our plan for evaluating the program is shared as well. As a CPD modality, e-learning offers the opportunity to enhance access to timely continuing professional education for health care providers who may be geographically dispersed across rural and remote communities.
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Affiliation(s)
- Vernon Curran
- Faculty of Medicine, Memorial University of Newfoundland, St John's, NL, Canada
| | - Robert Glynn
- Faculty of Medicine, Memorial University of Newfoundland, St John's, NL, Canada
| | - Cindy Whitton
- Faculty of Medicine, Memorial University of Newfoundland, St John's, NL, Canada
| | - Ann Hollett
- Faculty of Medicine, Memorial University of Newfoundland, St John's, NL, Canada
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Ozdemir C, Kabuk A. The effects of profession-related films on the professional pride of nursing students: A randomised controlled trial. Nurs Open 2024; 11:e70000. [PMID: 39164982 PMCID: PMC11335808 DOI: 10.1002/nop2.70000] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2023] [Revised: 06/14/2024] [Accepted: 08/04/2024] [Indexed: 08/22/2024] Open
Abstract
AIM This study aimed to determine the effects of profession-related films on the professional pride of nursing students. DESIGNS The study was conducted with a randomised controlled experimental design. METHODS The sample of the study consisted of 102 students enrolled in the first year of the School of Nursing, Zonguldak Bulent Ecevit University in Türkiye in the 2022-2023 academic year. These students were randomly assigned to the experimental (n = 57) and control (n = 45) groups. The experimental group watched two documentaries and a film on YouTube with a one-week break. Self-administered online questionnaires were distributed via WhatsApp groups for pretests and posttests. Data were collected with a "Sociodemographic Data Form" and the "Nursing Professional Pride Scale (NPPS)" included in the questionnaire forms prepared on the Google Forms platform. Data were analysed using Spearman's rho, the Mann-Whitney U Test, and the Wilcoxon Signed-Rank Test. RESULTS The mean age of the participants was 18.80 ± 0.99 years, 80% of the participants were female, the place where 79.4% had lived for the longest duration in their lives was the city, 85.3% had information about the profession of nursing before they started university (36.8% from the internet, 34.6% from people around them). The experimental group had significantly higher NPPS scores than the control group after the intervention (p = 0.017). There was also a significant increase in the dimensions of professional feeling (p = 0.012) and desire to continue the profession in the experimental group (p = 0.002). PATIENT OR PUBLIC CONTRIBUTION Patients and public were not involved in this research.
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Affiliation(s)
- Cevriye Ozdemir
- Department of Medical Services and TechniquesUniversity of KayseriKayseriTurkey
| | - Ayşe Kabuk
- Department of NursingZonguldak Bulent Ecevit UniversityZonguldakTurkey
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Roth MJ, Maggio LA, Costello JA, Samuel A. E-learning Interventions for Quality Improvement Continuing Medical Education-A Scoping Review. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2024:00005141-990000000-00116. [PMID: 39028318 DOI: 10.1097/ceh.0000000000000564] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/20/2024]
Abstract
INTRODUCTION Improving health care quality and patient safety are top priorities for the medical field. Robust continuing medical education (CME) programs represent major interventions to effectively teach quality improvement (QI) principles to practicing physicians. In particular, eLearning, a term describing online and distance learning interventions using digital tools, provides a means for CME interventions to reach broader audiences. Although there has been a focus on CME addressing QI, no knowledge synthesis has focused specifically on eLearning interventions. The purpose of this review was to examine the current landscape of eLearning interventions in QI-focused CME. METHODS We conducted a scoping review using the framework developed by Arksey and O'Malley as revised by Levac. We searched five databases and identified 2467 prospective publications, which two authors independently screened for inclusion. From each included article, two authors independently extracted data on the instructional modalities and QI tools used and met regularly to achieve consensus. RESULTS Twenty-one studies were included. Most studies used blended instruction (n = 12) rather than solely eLearning interventions. Salient findings included the importance of coaching from QI experts and institutional support for planning and implementing eLearning interventions. Lack of protected time and resources for participants were identified as barriers to participation in CME activities, with small practices being disproportionately affected. DISCUSSION Partnerships between CME developers and sponsoring organizations are vital in creating sustainable eLearning interventions for QI-focused CME. Remote coaching can be an effective strategy to provide ongoing support to geographically separated learners.
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Affiliation(s)
- Michael J Roth
- Dr. Roth: Assistant Professor of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD. Dr. Maggio: Professor of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD. Mr. Costello: Research Associate, Uniformed Services University of the Health Sciences, Bethesda, MD. Dr. Samuel: Associate Professor of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD
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Kelly P, Searby A, Goodwin J. An exploration of organizational climate in community-based opiate prescribing services; a mixed methods study. JOURNAL OF SUBSTANCE USE AND ADDICTION TREATMENT 2024; 162:209362. [PMID: 38631657 DOI: 10.1016/j.josat.2024.209362] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Revised: 02/29/2024] [Accepted: 04/07/2024] [Indexed: 04/19/2024]
Abstract
INTRODUCTION Assessing the internal dynamics of organizations has been shown to provide information that can help planners and policymakers improve service delivery. A good organizational climate, which in this study incorporates mission clarity, team cohesion, staff autonomy, communication, levels of stress, and openness to change has been shown to be of particular importance. Still, there is a dearth of evidence in this area, and while relationships between organizational factors have been identified, little is known about the mechanisms that might underpin these relationships, and there is little understanding of how to address deficits once they are identified. The objective of this study was to identify relationships between program factors that influence organizational climate and to explore which mechanisms might underpin these relationships. METHODS This paper reports on a cross-sectional, concurrent, mixed-methods study design, across twelve discrete community-based prescribing service providers (organizations) in Ireland. Data was obtained using a staff survey [n = 132] which utilized measurements of organizational readiness to change and one-to-one interviews [n = 12]. Quantitative data was analyzed using multivariate linear regression modeling which assessed relationships between variables, while interviews were analyzed using an abductive approach, both types of data were synthesized at the interpretation stage. RESULTS A range of interdependent factors were considered to affect the climate of organizations. Surveys identified that specific types of resources, such as physical infrastructure, training, and staffing resources were important for supporting a good organizational climate, while programs with greater needs had a poorer climate. Opportunities for professional growth, the skill sets of staff, and having access to e-communication were also significant. Interviewees reported that rigid organizational hierarchies and bureaucracy, philosophical views of addiction, stress, and staff turnover were influenced by the provision of fewer resources. Interdependent factors such as leadership, supervision, staff relationships, and collective training, also thought to be influenced by resources, were considered to positively influence programs. Resources were not the only challenge identified, and practices within programs and how existing resources are used were also thought to contribute both positively and negatively to the internal dynamics of services. CONCLUSION Key findings in this study identified that the organization of effective services is influenced by a range of specific factors, some of which can be addressed without additional resources. Overall, staff views of organizations can provide us with valuable information to support service improvement. Using a mixed methods approach can not only identify where relationships between organizational variables exist but can also help us to understand the mechanisms that underpin these relationships and, importantly, how to address deficits once they are identified. In order to improve how substance misuse services work, the need for a long-term systemic approach to program development, which incorporates some of the findings from this study, is required.
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Affiliation(s)
- Peter Kelly
- School of Nursing and Midwifery, Trinity College Dublin, Ireland.
| | - Adam Searby
- School of Medicine Nursing and Health Sciences, Monash University, Melbourne, Australia
| | - John Goodwin
- School of Nursing and Midwifery, University College Cork, Ireland
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9
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Wolford GW, Wash EJ, McMillon AR, LaCroix AN. How does training format and clinical education model impact fidelity and confidence in a speech-language pathology rotation? ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2024; 29:725-751. [PMID: 37624533 DOI: 10.1007/s10459-023-10276-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2022] [Accepted: 08/06/2023] [Indexed: 08/26/2023]
Abstract
Clinical education rotations typically involve an initial training phase followed by supervised clinical practice. However, little research has explored the separate contributions of each component to the development of student confidence and treatment fidelity. The dual purpose of this study was to compare the impact of clinical training format (synchronous vs. asynchronous) and education model (traditional vs. collaborative) on student confidence and treatment fidelity. Thirty-six speech-language pathology graduate students completed this two-phase study during a one-term clinical rotation. Phase 1 investigated the impact of training condition (synchronous, asynchronous guided, asynchronous unguided) on student confidence and treatment fidelity. Phase 2 explored the impact of education model (traditional vs. collaborative) on student confidence and treatment fidelity. Treatment fidelity was measured at the conclusion of Phases 1 and 2. Students rated their confidence at six-time points throughout the study. Our results indicate that training condition did not differentially impact student confidence or treatment fidelity; however, education model did: students in the collaborative education model reported increased confidence compared to students in the traditional education model. Students in the collaborative education model also trended towards having higher treatment fidelity than students in the traditional education model. These results demonstrate that pre-clinical trainings can be effective in several different formats provided they cover the discrete skills needed for the clinical rotation. While preliminary, our results further suggest that students may benefit from working with peers during their clinical rotations.
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Affiliation(s)
- George W Wolford
- Department of Rehabilitation Sciences, Beaver College of Health Sciences, Appalachian State University, 1179 State Farm Rd, Boone, NC, 28607, USA.
- College of Health Sciences, Midwestern University, Downers Grove, USA.
| | - Ethan J Wash
- College of Health Sciences, Midwestern University, Downers Grove, USA
| | - Ashley R McMillon
- College of Health Sciences, Midwestern University, Downers Grove, USA
| | - Arianna N LaCroix
- Department of Speech, Language, and Hearing Sciences, College of Health and Human Sciences, Purdue University, West Lafayette, USA
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10
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McNAMARA LM, Scott KM, Boyd RN, Webb AE, Taifalos CJ, Novak IE. Effectiveness of early diagnosis of cerebral palsy guideline implementation: a systematic review. Minerva Pediatr (Torino) 2024; 76:414-424. [PMID: 37021615 DOI: 10.23736/s2724-5276.22.07112-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/07/2023]
Abstract
INTRODUCTION Tailored implementation interventions are required to overcome the diagnostic research-practice gap for cerebral palsy (CP). Evaluating the impact of interventions on patient outcomes is a priority. This review aimed to summarize the established evidence for the effectiveness of guideline implementations in lowering the age of CP diagnosis. EVIDENCE ACQUISITION A systematic review was conducted according to PRISMA. CINAHL, Embase, PubMed and MEDLINE were searched (2017-October 2022). Inclusion criteria were studies that evaluated effect of CP guideline interventions on health professional behaviour or patient outcomes. GRADE was used to determine quality. Studies were coded for use of theory (Theory Coding Scheme). Meta-analysis was performed and a standardized metric used to summarize statistics of intervention effect estimates. EVIDENCE SYNTHESIS Of (N.=249) records screened, (N.=7) studies met inclusion, comprising interventions following infants less than 2 years of age with CP risk factors (N.=6280). Guideline feasibility in clinical practice was established through health professional adherence and patient satisfaction. Efficacy of patient outcome of CP diagnosis by 12 months of age was established in all studies. Weighted averages were: (1) high-risk of CP (N.=2) 4.2 months and (2) CP diagnosis (N.=5) at 11.6 months. Meta-analysis of (N.=2) studies found a large, pooled effect size Z = 3.00 (P=0.003) favoring implementation interventions lowering age of diagnosis by 7.50 months, however study heterogeneity was high. A paucity of theoretical frameworks were identified in this review. CONCLUSIONS Multifaceted interventions to implement the early diagnosis of CP guideline are effective in improving patient outcomes by lowering the age of CP diagnosis in high-risk infant follow-up clinics. Further targeted health professional interventions including low-risk infant populations are warranted.
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Affiliation(s)
- Lynda M McNAMARA
- Specialty of Child and Adolescent Health, Sydney Medical School, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia -
| | - Karen M Scott
- Specialty of Child and Adolescent Health, Sydney Medical School, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Roslyn N Boyd
- Queensland Cerebral Palsy and Rehabilitation Research Centre, The Faculty of Medicine, The University of Queensland, Brisbane, Australia
| | - Annabel E Webb
- Cerebral Palsy Alliance Research Institute, Specialty of Child and Adolescent Health, Sydney Medical School, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Chloe J Taifalos
- Queensland Cerebral Palsy and Rehabilitation Research Centre, The Faculty of Medicine, The University of Queensland, Brisbane, Australia
| | - Iona E Novak
- Cerebral Palsy Alliance Research Institute, Specialty of Child and Adolescent Health, Sydney Medical School, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
- Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
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11
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Thompson KL, Romeo C, Estrem HH, Pederson J, Peterson M, Delaney AL, Rabaey P, Sharp WG. Preparedness of Speech Language Pathologists and Occupational Therapists to Treat Pediatric Feeding Disorder: A Cross-Sectional Survey. Dysphagia 2024:10.1007/s00455-024-10718-x. [PMID: 38801459 DOI: 10.1007/s00455-024-10718-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2023] [Accepted: 05/10/2024] [Indexed: 05/29/2024]
Abstract
BACKGROUND Pediatric feeding disorder (PFD) is increasingly common and is often treated by speech language pathologists (SLPs) and occupational therapists (OTs) in the community setting. However, the preparedness of these disciplines to effectively address PFD is relatively unknown. METHODS A national (US), online survey was disseminated to providers who assess and treat PFD. For the present analysis, the responses of SLPs (N = 418) and OTs (N = 195) related to their clinical background, educational background, post-graduate training, and self-rated clinical effectiveness were statistically analyzed and compared across the two disciplines. RESULTS Both SLPs and OTs report feeling underprepared to work with PFD clients immediately following their academic training, but time spent in post-graduate training and years of clinical practice both significantly (p < 0.0001) increased feelings of effectiveness in assessing and treating PFD. Most SLPs and OTs pursued self-directed learning activities to increase competence, with the most common activities being article review, podcasts, and peer case review, although SLPs were significantly more likely to use podcasts (p < 0.0001) and peer review (p = 0.0004) than OTs. The most common barriers for providers were financial, time, travel, and institutional support barriers. CONCLUSIONS While PFD is a key practice area of both SLPs and OTs, both provider groups feel unprepared and under-supported in providing competent care to these patients upon graduation. Future research and policy should support advancements in training for current SLPs and OTs related to PFD and address current barriers to a specialized educational pathway.
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Affiliation(s)
- Kelsey L Thompson
- Center for Health Promotion and Disease Prevention, University of North Carolina at Chapel Hill, 1700 MLK Jr Blvd, Chapel Hill, NC, 27514, USA.
| | - Cuyler Romeo
- Feeding Matters, Phoenix, AZ, USA
- Banner University Medical Center, Tucson, AZ, USA
| | - Hayley H Estrem
- School of Nursing, University of North Carolina at Wilmington, Wilmington, NC, USA
| | | | - Matthew Peterson
- School of Nursing, University of North Carolina at Wilmington, Wilmington, NC, USA
| | - Amy L Delaney
- College of Health Sciences, Marquette University, Milwaukee, WI, USA
| | - Paula Rabaey
- College of Pharmacy, University of Minnesota, Minneapolis, MN, USA
| | - William G Sharp
- Department of Pediatrics, Emory University School of Medicine, Atlanta, GA, USA
- Multidisciplinary Feeding Program, Children's Healthcare of Atlanta, Atlanta, GA, USA
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12
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Tostain JB, Mathieu M, Oude Engberink A, Clary B, Amouyal M, Lognos B, Demoly P, Annesi-Maesano I, Ninot G, Molinari N, Richard A, Badreddine M, Duflos C, Carbonnel F. The Primary Care and Environmental Health e-Learning Course to Integrate Environmental Health in General Practice: Before-and-After Feasibility Study. JMIR Form Res 2024; 8:e56130. [PMID: 38722679 PMCID: PMC11117128 DOI: 10.2196/56130] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2024] [Revised: 02/13/2024] [Accepted: 03/16/2024] [Indexed: 05/26/2024] Open
Abstract
BACKGROUND Environmental and behavioral factors are responsible for 12.6 million deaths annually and contribute to 25% of deaths and chronic diseases worldwide. Through the One Health initiative, the World Health Organization and other international health organizations plan to improve these indicators to create healthier environments by 2030. To meet this challenge, training primary care professionals should be the priority of national policies. General practitioners (GPs) are ready to become involved but need in-depth training to gain and apply environmental health (EH) knowledge to their practice. In response, we designed the Primary Care Environment and Health (PCEH) online course in partnership with the Occitanie Regional Health Agency in France. This course was used to train GP residents from the Montpelier-Nimes Faculty of Medicine in EH knowledge. The course was organized in 2 successive parts: (1) an asynchronous e-learning modular course focusing on EH knowledge and tools and (2) 1 day of face-to-face sessions. OBJECTIVE This study assessed the impact of the e-learning component of the PCEH course on participants' satisfaction, knowledge, and behavior changes toward EH. METHODS This was a pilot before-and-after study. Four modules were available in the 6-hour e-learning course: introduction to EH, population-based approach (mapping tools and resources), clinical cases, and communication tools. From August to September 2021, we recruited first-year GP residents from the University of Montpellier (N=130). Participants' satisfaction, knowledge improvements for 19 EH risks, procedure to report EH risks to health authorities online, and behavior change (to consider the possible effects of the environment on their own and their patients' health) were assessed using self-reported questionnaires on a Likert scale (1-5). Paired Student t tests and the McNemar χ2 test were used to compare quantitative and qualitative variables, respectively, before and after the course. RESULTS A total of 74 GP residents completed the e-learning and answered the pre- and posttest questionnaires. The mean satisfaction score was 4.0 (SD 0.9) out of 5. Knowledge scores of EH risks increased significantly after the e-learning course, with a mean difference of 30% (P<.001) for all items. Behavioral scores improved significantly by 18% for the participant's health and by 26% for patients' health (P<.001). These improvements did not vary significantly according to participant characteristics (eg, sex, children, place of work). CONCLUSIONS The e-learning course improved knowledge and behavior related to EH. Further studies are needed to assess the impact of the PCEH course on clinical practice and potential benefits for patients. This course was designed to serve as a knowledge base that could be reused each year with a view toward sustainability. This course will integrate new modules and will be adapted to the evolution of EH status indicators and target population needs.
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Affiliation(s)
- Jean-Baptiste Tostain
- Desbrest Institute of Epidemiology and Public Health, University of Montpellier, National Institute for Health and Medical Research, Montpellier, France
- Departement of General Practice, University of Montpellier, Montpellier, France
| | - Marina Mathieu
- Clinical Research and Epidemiology Unit, Centre Hospitalier Universitaire de Montpellier, Montpellier, France
| | - Agnès Oude Engberink
- Desbrest Institute of Epidemiology and Public Health, University of Montpellier, National Institute for Health and Medical Research, Montpellier, France
- Departement of General Practice, University of Montpellier, Montpellier, France
- Maison de Santé Pluriprofessionnelle Universitaire Avicennne, Cabestany, France
| | - Bernard Clary
- Departement of General Practice, University of Montpellier, Montpellier, France
| | - Michel Amouyal
- Departement of General Practice, University of Montpellier, Montpellier, France
| | - Béatrice Lognos
- Desbrest Institute of Epidemiology and Public Health, University of Montpellier, National Institute for Health and Medical Research, Montpellier, France
- Departement of General Practice, University of Montpellier, Montpellier, France
| | - Pascal Demoly
- Desbrest Institute of Epidemiology and Public Health, University of Montpellier, National Institute for Health and Medical Research, Montpellier, France
| | - Isabella Annesi-Maesano
- Desbrest Institute of Epidemiology and Public Health, University of Montpellier, National Institute for Health and Medical Research, Montpellier, France
- Service de Pneumologie, Allergologie et Oncologie Thoracique, Centre Hospitalier Universitaire de Montpellier, Montpellier, France
| | - Grégory Ninot
- Desbrest Institute of Epidemiology and Public Health, University of Montpellier, National Institute for Health and Medical Research, Montpellier, France
| | - Nicolas Molinari
- Desbrest Institute of Epidemiology and Public Health, University of Montpellier, National Institute for Health and Medical Research, Montpellier, France
| | | | - Maha Badreddine
- Department of Pedagogical Engineering and Audiovisual Production, Faculty of Medicine, University of Montpellier, Montpellier, France
| | - Claire Duflos
- Clinical Research and Epidemiology Unit, Centre Hospitalier Universitaire de Montpellier, Montpellier, France
| | - Francois Carbonnel
- Desbrest Institute of Epidemiology and Public Health, University of Montpellier, National Institute for Health and Medical Research, Montpellier, France
- Departement of General Practice, University of Montpellier, Montpellier, France
- Maison de Santé Pluriprofessionnelle Universitaire Avicennne, Cabestany, France
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Michels-Zetsche JD, Schubert-Haack J, Tanck K, Neetz B, Iberl G, Müller M, Kempa A, Joves B, Rheinhold A, Ghiani A, Tsitouras K, Schneider A, Rauch C, Gehrig P, Biehler E, Fleischauer T, Britsch S, Frerk T, Szecsenyi J, Herth FJF, Trudzinski FC. E-learning-an interventional element of the PRiVENT project to improve weaning expertise. BMC MEDICAL EDUCATION 2024; 24:420. [PMID: 38641835 PMCID: PMC11027525 DOI: 10.1186/s12909-024-05416-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/12/2024] [Accepted: 04/11/2024] [Indexed: 04/21/2024]
Abstract
BACKGROUND PRiVENT (PRevention of invasive VENTilation) is an evaluation of a bundle of interventions aimed at the prevention of long-term invasive mechanical ventilation. One of these elements is an e-learning course for healthcare professionals to improve weaning expertise. The aim of our analysis is to examine the implementation of the course in cooperating intensive care units. METHODS The course has been developed through a peer review process by pulmonary and critical care physicians in collaboration with respiratory therapists, supported by health services researchers and a professional e-learning agency. The e-learning platform "weLearn" was made available online to participating healthcare professionals. Feedback on the e-learning programme was obtained and discussed in quality circles (QCs). We measured the acceptance and use of the programme through access statistics. RESULTS The e-learning course "Joint Prevention of Long-Term Ventilation" consists of 7 separate modules with practice-oriented training units as well as a cross-module area and corresponding interactive case studies. Users can receive 23 CME (continuing medical education) credits. The platform was released on July 1, 2021. By June 28, 2023, 214 users from 33 clinics had registered. Most users (77-98%) completed the modules, thus performing well in the test, where 90-100% passed. In the QCs, the users commended the structure and practical relevance of the programme, as well as the opportunity to earn CME credits. CONCLUSION Especially for medical staff in intensive care units, where continuous training is often a challenge during shift work, e-learning is a useful supplement to existing medical training. TRIAL REGISTRATION The PRiVENT study is registered at ClinicalTrials.gov (NCT05260853) on 02/03/2022.
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Affiliation(s)
- Julia D Michels-Zetsche
- Department of Pneumology and Critical Care, Thoraxklinik, University Hosptial Heidelberg, Translational Lung Research Center Heidelberg (TLRC-H), Member of the German Center for Lung Research (DZL), Heidelberg, Germany.
| | - Janina Schubert-Haack
- aQua Institute for Applied Quality Improvement and Research in Health Care, Göttingen, Germany
| | - Katrin Tanck
- Common Sense eLearning & Training Consultants GmbH, Vienna, Austria
| | - Benjamin Neetz
- Department of Pneumology and Critical Care, Thoraxklinik, University Hosptial Heidelberg, Translational Lung Research Center Heidelberg (TLRC-H), Member of the German Center for Lung Research (DZL), Heidelberg, Germany
| | - Gabriele Iberl
- Department of Pneumology and Critical Care, Thoraxklinik, University Hosptial Heidelberg, Translational Lung Research Center Heidelberg (TLRC-H), Member of the German Center for Lung Research (DZL), Heidelberg, Germany
| | - Michael Müller
- Department of Pneumology and Critical Care, Thoraxklinik, University Hosptial Heidelberg, Translational Lung Research Center Heidelberg (TLRC-H), Member of the German Center for Lung Research (DZL), Heidelberg, Germany
| | - Axel Kempa
- Department of Pneumology and Critical Care Medicine, SLK Loewenstein Lung Center, Loewenstein, Germany
| | - Biljana Joves
- Department of Pneumology and Critical Care Medicine, SLK Loewenstein Lung Center, Loewenstein, Germany
| | - Andreas Rheinhold
- Department of Pneumology and Critical Care Medicine, SLK Loewenstein Lung Center, Loewenstein, Germany
| | - Alessandro Ghiani
- Department of Pneumology and Respiratory Medicine, Robert-Bosch-Krankenhaus Klinik Schillerhöhe, Gerlingen, Germany
| | - Konstantinos Tsitouras
- Department of Pneumology and Respiratory Medicine, Robert-Bosch-Krankenhaus Klinik Schillerhöhe, Gerlingen, Germany
| | - Armin Schneider
- Department of Anaesthesia and Intensive Care Medicine Waldburg-Zeil Kliniken, Wangen im Allgäu, Germany
| | - Christoph Rauch
- Department of Pneumology, Critical Care and Allergology, Lung Centre South-West, Wangen im Allgäu, Germany
| | - Patrick Gehrig
- Department of Pneumology, Critical Care and Allergology, Lung Centre South-West, Wangen im Allgäu, Germany
| | - Elena Biehler
- Department of General Practice and Health Services Research, University Hospital Heidelberg, Heidelberg, Germany
| | - Thomas Fleischauer
- Department of General Practice and Health Services Research, University Hospital Heidelberg, Heidelberg, Germany
| | - Simone Britsch
- Department of Cardiology, Angiology, Haemostaseology and Medical Intensive Care, University Medical Center Mannheim, Mannheim, Germany
- European Center for Angioscience (ECAS) and German Center for Cardiovascular Research (DZHK), Partner Site Heidelberg/Mannheim, Mannheim, Germany
| | - Timm Frerk
- aQua Institute for Applied Quality Improvement and Research in Health Care, Göttingen, Germany
| | - Joachim Szecsenyi
- aQua Institute for Applied Quality Improvement and Research in Health Care, Göttingen, Germany
| | - Felix J F Herth
- Department of Pneumology and Critical Care, Thoraxklinik, University Hosptial Heidelberg, Translational Lung Research Center Heidelberg (TLRC-H), Member of the German Center for Lung Research (DZL), Heidelberg, Germany
| | - Franziska C Trudzinski
- Department of Pneumology and Critical Care, Thoraxklinik, University Hosptial Heidelberg, Translational Lung Research Center Heidelberg (TLRC-H), Member of the German Center for Lung Research (DZL), Heidelberg, Germany
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Drake M, Scratch SE, Jackman A, Scheinberg A, Wilson M, Knight S. Adapting TeachABI to the local needs of Australian educators - a critical step for successful implementation. BRAIN IMPAIR 2024; 25:IB23094. [PMID: 38566297 DOI: 10.1071/ib23094] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2023] [Accepted: 02/15/2024] [Indexed: 04/04/2024]
Abstract
Background The present study is the foundational project of TeachABI-Australia , which aims to develop and implement an accessible, nation-wide digital resource for educators to address their unmet acquired brain injury (ABI)-related professional learning needs. The aim of the present study was to identify the adaptations required to improve the suitability and acceptability of the TeachABI professional development module within the Australian education system from the perspectives of Australian educators. Methods The research design employed an integrated knowledge translation approach and followed the ADAPT Guidance for undertaking adaptability research. A purposive sample of eight educators eligible to teach primary school in Australia provided feedback on the module through a quantitative post-module feedback questionnaire and a qualitative semi-structured interview. Results Participants rated the acceptability of the module as 'Completely Acceptable ' (Mdn = 5, IQR = 1), and reported 'only Minor' changes were required (Mdn = 2, IQR = 0.25) to improve the suitability to the Australian context. Qualitative analysis of transcripts revealed three broad categories: (1) the usefulness of TeachABI , (2) the local fit of TeachABI , and (3) pathways for implementing TeachABI in the local setting. Recommended adaptations to the module collated from participant feedback included changes to language, expansion of content, and inclusion of Australian resources, legislation, and videos. Conclusions TeachABI is acceptable to Australian educators but requires modifications to tailor the resource to align with the unique schooling systems, needs, and culture of the local setting. The systematic methodological approach to adaptation outlined in this study will serve as a guide for future international iterations of TeachABI .
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Affiliation(s)
- Marnie Drake
- Melbourne School of Psychological Sciences, The University of Melbourne, Vic., Australia; and Murdoch Children's Research Institute, Melbourne, Vic., Australia
| | - Shannon E Scratch
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada; and Bloorview Research Institute, Toronto, ON, Canada; and Rehabilitation Sciences Institute, University of Toronto, Toronto, ON, Canada; and Department of Paediatrics, University of Toronto, Toronto, ON, Canada
| | - Angela Jackman
- Melbourne School of Psychological Sciences, The University of Melbourne, Vic., Australia
| | - Adam Scheinberg
- Murdoch Children's Research Institute, Melbourne, Vic., Australia; and Department of Paediatrics, The University of Melbourne, Vic., Australia; and Victorian Paediatric Rehabilitation Service, The Royal Children's Hospital, Melbourne, Vic., Australia
| | - Meg Wilson
- Murdoch Children's Research Institute, Melbourne, Vic., Australia
| | - Sarah Knight
- Melbourne School of Psychological Sciences, The University of Melbourne, Vic., Australia; and Murdoch Children's Research Institute, Melbourne, Vic., Australia; and Department of Paediatrics, The University of Melbourne, Vic., Australia; and Victorian Paediatric Rehabilitation Service, The Royal Children's Hospital, Melbourne, Vic., Australia
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15
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Meaney PA, Hokororo A, Ndosi H, Dahlen A, Jacob T, Mwanga JR, Kalabamu FS, Joyce CL, Mediratta R, Rozenfeld B, Berg M, Smith ZH, Chami N, Mkopi N, Mwanga C, Diocles E, Agweyu A. Implementing adaptive e-learning for newborn care in Tanzania: an observational study of provider engagement and knowledge gains. BMJ Open 2024; 14:e077834. [PMID: 38309746 PMCID: PMC10840034 DOI: 10.1136/bmjopen-2023-077834] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/16/2023] [Accepted: 01/09/2024] [Indexed: 02/05/2024] Open
Abstract
INTRODUCTION To improve healthcare provider knowledge of Tanzanian newborn care guidelines, we developed adaptive Essential and Sick Newborn Care (aESNC), an adaptive e-learning environment. The objectives of this study were to (1) assess implementation success with use of in-person support and nudging strategy and (2) describe baseline provider knowledge and metacognition. METHODS 6-month observational study at one zonal hospital and three health centres in Mwanza, Tanzania. To assess implementation success, we used the Reach, Efficacy, Adoption, Implementation and Maintenance framework and to describe baseline provider knowledge and metacognition we used Howell's conscious-competence model. Additionally, we explored provider characteristics associated with initial learning completion or persistent activity. RESULTS aESNC reached 85% (195/231) of providers: 75 medical, 53 nursing and 21 clinical officers; 110 (56%) were at the zonal hospital and 85 (44%) at health centres. Median clinical experience was 4 years (IQR 1-9) and 45 (23%) had previous in-service training for both newborn essential and sick newborn care. Efficacy was 42% (SD ±17%). Providers averaged 78% (SD ±31%) completion of initial learning and 7% (SD ±11%) of refresher assignments. 130 (67%) providers had ≥1 episode of inactivity >30 day, no episodes were due to lack of internet access. Baseline conscious-competence was 53% (IQR: 38%-63%), unconscious-incompetence 32% (IQR: 23%-42%), conscious-incompetence 7% (IQR: 2%-15%), and unconscious-competence 2% (IQR: 0%-3%). Higher baseline conscious-competence (OR 31.6 (95% CI 5.8 to 183.5)) and being a nursing officer (aOR: 5.6 (95% CI 1.8 to 18.1)), compared with medical officer, were associated with initial learning completion or persistent activity. CONCLUSION aESNC reach was high in a population of frontline providers across diverse levels of care in Tanzania. Use of in-person support and nudging increased reach, initial learning and refresher assignment completion, but refresher assignment completion remains low. Providers were often unaware of knowledge gaps, and lower baseline knowledge may decrease initial learning completion or activity. Further study to identify barriers to adaptive e-learning normalisation is needed.
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Affiliation(s)
- Peter Andrew Meaney
- Department of Pediatrics, Stanford University School of Medicine, Stanford, California, USA
- Critical Care, Lucile Salter Packard Children's Hospital at Stanford, Palo Alto, California, USA
| | - Adolfine Hokororo
- Pediatrics and Child Health, Bugando Consultant and Referral Hospital, Mwanza, Tanzania
- Pediatrics and Child Health, Catholic University of Health and Allied Sciences Bugando, Mwanza, Tanzania
| | - Hanston Ndosi
- Pediatrics and Child Health, Catholic University of Health and Allied Sciences Bugando, Mwanza, Tanzania
| | - Alex Dahlen
- New York University Division of Biostatistics, New York, New York, USA
| | | | - Joseph R Mwanga
- Epidemiology, Biostatistics, and Behavioural Sciences School of Public Health, Catholic University of Health and Allied Sciences Bugando, Mwanza, Tanzania
| | | | - Christine Lynn Joyce
- Critical Care, Cornell University Department of Pediatrics, New York, New York, USA
| | - Rishi Mediratta
- Department of Pediatrics, Stanford University School of Medicine, Stanford, California, USA
| | | | - Marc Berg
- Department of Pediatrics, Stanford University School of Medicine, Stanford, California, USA
- Critical Care, Lucile Salter Packard Children's Hospital at Stanford, Palo Alto, California, USA
| | - Zachary Haines Smith
- Department of Pediatrics, Stanford University School of Medicine, Stanford, California, USA
| | - Neema Chami
- Pediatrics and Child Health, Bugando Consultant and Referral Hospital, Mwanza, Tanzania
- Pediatrics and Child Health, Catholic University of Health and Allied Sciences Bugando, Mwanza, Tanzania
| | - Namala Mkopi
- Pediatric Critical Care, Muhimbili National Hospital, Dar es Salaam, Tanzania
| | | | - Enock Diocles
- Nursing, Mwanza College of Health and Allied Sciences, Mwanza, Tanzania
| | - Ambrose Agweyu
- Epidemiology and Demography, KEMRI-Wellcome Trust Research Institute, Nairobi, Kenya
- London School of Hygiene & Tropical Medicine, London, UK
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Sinclair PM, Kable A, Oldmeadow CJ, Wilson A. Satisfaction with asynchronous e-learning: An exploratory factor analysis of the Learner Satisfaction with Asynchronous e-Learning (LSAeL) instrument. Nurse Educ Pract 2024; 75:103897. [PMID: 38335696 DOI: 10.1016/j.nepr.2024.103897] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2023] [Revised: 12/11/2023] [Accepted: 01/08/2024] [Indexed: 02/12/2024]
Abstract
AIM To describe the development and psychometric testing of the Learner Satisfaction with Asynchronous e-Learning (LSAeL) instrument. BACKGROUND Existing satisfaction with e-learning instruments may not accurately evaluate learner satisfaction with constructs associated with asynchronous e-learning. DESIGN Methodological study. METHODS Content, face and construct validity of the instrument were evaluated using a two-stage process. A five-member expert panel evaluated the instrument's content and face validity. A content validity index and a modified kappa co-efficient was used to calculate the content validity of individual test items and the global instrument and to adjust for chance agreement between raters. These data were then reviewed and individual items were removed, retained or refined accordingly. Using an empirically informed wholly asynchronous e-learning program 237 nursing students from a regional university in New South Wales, Australia completed the 35 item LSAeL instrument. An exploratory factor analysis (EFA) was then conducted to explore the dimensionality of the instrument. RESULTS Exploratory factor analysis identified a seven-factor solution with 30 items, explaining an 86.1% of the total variance, was the best fit for the data. CONCLUSION The study demonstrates that the construct validity of the LSAeL instrument is acceptable. Instrument development is an iterative process and further testing with other cohorts and in other settings is required.
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Affiliation(s)
- Peter M Sinclair
- Faculty of Health, University of Technology Sydney, Ultimo, NSW 2007, Australia
| | - Ashly Kable
- College of Health, Medicine & Wellbeing, University of Newcastle, University Drive, Callaghan, NSW 2308, Australia
| | - Christopher J Oldmeadow
- College of Health, Medicine & Wellbeing, University of Newcastle, University Drive, Callaghan, NSW 2308, Australia; The Hunter Medical Research Institute, CReDITSS Unit, Lot 1, Kookaburra Circuit, New Lambton Heights, NSW 2305, Australia
| | - Amanda Wilson
- Faculty of Health, University of Technology Sydney, Ultimo, NSW 2007, Australia
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17
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Chang E, Mello K, Paskal S, Dill M, Miner LA. The Development and Implementation of an Evidence-Based Tumescent Liposuction Protocol, Online Educational Course for Perioperative Staff, and Discharge Instructions: A Quality Improvement Project. J Perianesth Nurs 2024; 39:24-31. [PMID: 37843482 DOI: 10.1016/j.jopan.2023.06.094] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2022] [Revised: 06/18/2023] [Accepted: 06/27/2023] [Indexed: 10/17/2023]
Abstract
PURPOSE The purpose of this quality improvement project was to improve perioperative management of patients undergoing tumescent liposuction (TL) through the development and implementation of a perioperative evidence-based protocol, educational course for perioperative staff, and patient discharge instructions. DESIGN The TL protocol was validated using the modified Delphi process. The educational course and discharge instructions used a pre and postimplementation design. METHODS An evidence-based protocol, an educational course for perioperative staff, and readable discharge instructions for patients undergoing TL were developed in accordance with best practice guidelines. The protocol was validated by subject matter experts at the facility and submitted for adoption. The evidence-based educational course was implemented, and the effectiveness of the course was evaluated for improving providers' knowledge and self-confidence. The evidence-based discharge instructions were implemented and evaluated for patient satisfaction and readability. FINDINGS Three items were removed from the protocol, 2 items were modified, and 25 items were accepted with no change from modified Delphi analysis. Provider knowledge scores improved from 85.7% ± 16.18 to 97.1% ± 4.88; however, this was not statistically significant (P = .066). There was a trend toward improved confidence scores (P = .180). Overall patient satisfaction scores slightly improved postimplementation; results were not statistically significant (P > .05). CONCLUSIONS All three phases of perioperative care in patients receiving TL were evaluated, reflecting best practice guidelines and successful adoption. There was no statistically significant improvement in provider knowledge, provider self-confidence, or patient satisfaction. A small sample size was a significant limiting factor.
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Affiliation(s)
| | - Kendall Mello
- University of Pittsburgh School of Nursing, Pittsburgh, PA
| | | | - Megan Dill
- University of Pittsburgh School of Nursing, Pittsburgh, PA.
| | - Laurel A Miner
- University of Pittsburgh School of Nursing, Pittsburgh, PA
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18
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Cranston KD, Grieve NJ, Dineen TE, Jung ME. Designing and Developing Online Training for Diabetes Prevention Program Coaches Using an Integrated Knowledge Translation Approach: Development and Usability Study. JMIR Form Res 2024; 8:e50942. [PMID: 38277214 PMCID: PMC10858411 DOI: 10.2196/50942] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Accepted: 12/12/2023] [Indexed: 01/27/2024] Open
Abstract
BACKGROUND e-Learning has rapidly become a popular alternative to in-person learning due to its flexibility, convenience, and wide reach. Using a systematic and partnered process to transfer in-person training to an e-learning platform helps to ensure the training will be effective and acceptable to learners. OBJECTIVE This study aimed to develop an e-learning platform for Small Steps for Big Changes (SSBC) type 2 diabetes prevention program coaches to improve the viability of coach training. METHODS An integrated knowledge translation approach was used in the first 3 stages of the technology-enhanced learning (TEL) evaluation framework to address the study objective. This included three steps: (1) conducting a needs analysis based on focus groups with previously trained SSBC coaches, meetings with the SSBC research team, and a review of research results on the effectiveness of the previous in-person version of the training; (2) documenting processes and decisions in the design and development of the e-learning training platform; and (3) performing usability testing. Previously trained SSBC coaches and the SSBC research team were included in all stages of this study. RESULTS Step 1 identified components from the in-person training that should be maintained in the e-learning training (ie, a focus on motivational interviewing), additional components to be added to the e-learning training (ie, how to deliver culturally safe and inclusive care), and mode of delivery (videos and opportunities to synchronously practice skills). Step 2 documented the processes and decisions made in the design and development of the e-learning training, including the resources (ie, time and finances) used, the content of the training modules, and how coaches would flow through the training process. The design and development process consisted of creating a blueprint of the training. The training included 7 e-learning modules, the learning modalities of which included narrated demonstration videos and user-engaging activities, a mock session with feedback from the research team, and a final knowledge test. Step 3, usability testing, demonstrated high levels of learnability, efficiency, memorability, and satisfaction, with minor bugs documented and resolved. CONCLUSIONS Using an integrated knowledge translation approach to the technology-enhanced learning evaluation framework was successful in developing an e-learning training platform for SSBC coaches. Incorporating end users in this process can increase the chances that the e-learning training platform is usable, engaging, and acceptable. Future research will include examining the satisfaction of coaches using the SSBC coach e-learning training platform, assessing coach learning outcomes (ie, knowledge and behavior), and estimating the cost and viability of implementing this training.
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Affiliation(s)
- Kaela D Cranston
- Faculty of Health and Social Development, University of British Columbia, Kelowna, BC, Canada
| | - Natalie J Grieve
- Faculty of Health and Social Development, University of British Columbia, Kelowna, BC, Canada
| | - Tineke E Dineen
- Faculty of Health and Social Development, University of British Columbia, Kelowna, BC, Canada
| | - Mary E Jung
- Faculty of Health and Social Development, University of British Columbia, Kelowna, BC, Canada
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19
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Amorim WW, Passos LC, Gama RS, Souza RM, Santos PM, Macedo JC, Queiroga HM, Nunes LG, Fraga LM, Oliveira BS, Graia LT, Oliveira MG. Using a mobile application to reduce potentially inappropriate prescribing for older Brazilian adults in primary care: a triple-blind randomised clinical trial. BMC Geriatr 2024; 24:35. [PMID: 38191317 PMCID: PMC10775456 DOI: 10.1186/s12877-023-04645-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2023] [Accepted: 12/28/2023] [Indexed: 01/10/2024] Open
Abstract
BACKGOUND Potentially inappropriate prescribing (PIP) has been evaluated in several countries, and several strategies have been devised for deprescribing drugs in older adults. The aim of this study was to evaluate the efficacy of a mobile application in reducing PIP for older adults in primary care facilities in Brazil. METHODS This randomised, triple-blind, parallel-group trial was conducted in 22 public primary care facilities in Brazil. During the intervention phase, the general practitioners (GPs) were randomly allocated to the intervention (MPI Brasil app provides information about PIP, therapeutic alternatives and deprescribing) or control (MedSUS app provides general information about medications) group. All GPs were trained on the Clinical Decision-Making Process and how to access an Evidence-Based Health website. The GPs received an Android tablet with an installed mobile application depending on their allocated group, which they used when caring for older patients over at least 3 months. At the end of this period, a sample of older patients aged ≥ 60 years who had been awaiting medical consultation by the participating GPs were interviewed and their prescriptions analysed. The primary outcome was the frequency of PIP in and between the groups. RESULTS Among 53 GPs who were administered the baseline survey, 14 were included in the clinical trial. At baseline, 146 prescriptions were analysed: the PIP overall was 37.7% (55/146), in the intervention group was 40.6% (28/69), and in the control group was 35.1% (27/77). After the intervention, 284 prescriptions were analysed: the PIP overall was 31.7% (90/284), in the intervention group was 32.2% (46/143), and in the control group was 31.2% (44/141) (RR: 1.16; 95% CI, 0.76-1.76). In the within-group analysis, the PIP reduced from before to after the intervention in both groups-more significantly in the intervention than in the control group (p < 0.001). In the stratified analysis of PIP frequency by GPs, there was a relative risk reduction in 86% (6/7) of GPs in the intervention group compared to 71% (5/7) in the control group. CONCLUSION We found that the MPI Brasil app effectively reduced PIP, suggesting that it may be useful to incorporate this tool into clinical practice. TRIAL REGISTRATION The study was registered at ClinicalTrials.gov (NCT02918643). First registration on 22/09/2016.
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Affiliation(s)
- Welma Wildes Amorim
- Department of Health, State University of Southwest Bahia, Vitória da Conquista Campus, Vitória da Conquista, Bahia, Brazil.
| | - Luiz Carlos Passos
- Department of Internal Medicine, Postgraduate Program in Medicine and Health, Federal University of Bahia, Salvador, Bahia, Brazil
| | - Romana Santos Gama
- Postgraduate Program in Pharmaceutical Services and Policies, Federal University of Bahia, Salvador, Bahia, Brazil
| | - Renato Morais Souza
- Federal University of Bahia, Vitória da Conquista, Uberlândia, Bahia, Brazil
| | - Pablo Moura Santos
- Postgraduate Program in Pharmaceutical Services and Policies, Federal University of Bahia, Salvador, Bahia, Brazil
| | - Jéssica Caline Macedo
- Multidisciplinary Institute in Health- Anísio Teixeira Campus, Federal University of Bahia, Vitória da Conquista, Bahia, Brazil
| | - Hévila Maciel Queiroga
- Multidisciplinary Institute in Health- Anísio Teixeira Campus, Federal University of Bahia, Vitória da Conquista, Bahia, Brazil
| | - Larissa Gusmão Nunes
- Multidisciplinary Institute in Health- Anísio Teixeira Campus, Federal University of Bahia, Vitória da Conquista, Bahia, Brazil
| | - Lavínia Mendonça Fraga
- Multidisciplinary Institute in Health- Anísio Teixeira Campus, Federal University of Bahia, Vitória da Conquista, Bahia, Brazil
| | - Brunna Santos Oliveira
- Multidisciplinary Institute in Health- Anísio Teixeira Campus, Federal University of Bahia, Vitória da Conquista, Bahia, Brazil
| | - Lucas Teixeira Graia
- Multidisciplinary Institute in Health- Anísio Teixeira Campus, Federal University of Bahia, Vitória da Conquista, Bahia, Brazil
| | - Marcio Galvão Oliveira
- Postgraduate Program in Pharmaceutical Services and Policies, Federal University of Bahia, Salvador, Bahia, Brazil
- Multidisciplinary Institute in Health- Anísio Teixeira Campus, Federal University of Bahia, Vitória da Conquista, Bahia, Brazil
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20
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Nicoll E, Wilkinson SA, Braithwaite S, de Jersey S. A prospective observational evaluation of an online health care professional training program to promote healthy pregnancy weight gain. Health Promot J Austr 2024; 35:90-99. [PMID: 36896565 DOI: 10.1002/hpja.715] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Revised: 02/03/2023] [Accepted: 03/06/2023] [Indexed: 03/11/2023] Open
Abstract
ISSUE ADDRESSED A lack of programs to develop clinician knowledge and confidence to address weight gain within pregnancy is a barrier to the provision of evidence-based care. AIM To examine the reach and effectiveness of the Healthy Pregnancy Healthy Baby online health professional training program. METHODS A prospective observational evaluation applied the reach and effectiveness elements of the RE-AIM framework. Health professionals from a range of disciplines and locations were invited to complete questionnaires before and after program completion assessing objective knowledge and perceived confidence around aspects of supporting healthy pregnancy weight gain, and process measures. RESULTS There were 7577 views across all pages over a year period, accessed by participants across 22 Queensland locations. Pre- and post- training questionnaires were completed 217 and 135 times, respectively. The proportion of participants with scores over 85% and of 100% for objective knowledge was higher post training (P ≤ .001). Perceived confidence improved across all areas for 88%-96% of those who completed the post- training questionnaire. All respondents would recommend the training to others. CONCLUSIONS Clinicians from a range of disciplines, experience and locations accessed and valued the training, and knowledge of, and confidence in delivering care to support healthy pregnancy weight gain improved after completion. SO WHAT?: This effective program to build the capacity of clinicians to support healthy pregnancy weight gain offers a model for online, flexible training highly valued by clinicians. Its adoption and promotion could standardise the support provided to women to encourage healthy weight gain during pregnancy.
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Affiliation(s)
- Evelyn Nicoll
- Centre for Health Services Research, Faculty of Medicine, The University of Queensland, Brisbane, Queensland, Australia
- School of Human Movements and Nutrition Sciences, The University of Queensland, Brisbane, Queensland, Australia
| | - Shelley A Wilkinson
- School of Human Movements and Nutrition Sciences, The University of Queensland, Brisbane, Queensland, Australia
| | - Simone Braithwaite
- Prevention Strategy Branch, Queensland Department of Health, Brisbane, Queensland, Australia
| | - Susan de Jersey
- Centre for Health Services Research, Faculty of Medicine, The University of Queensland, Brisbane, Queensland, Australia
- Department of Nutrition and Dietetics, Royal Brisbane and Women's Hospital, Metro North Health, Brisbane, Queensland, Australia
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21
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Shaheen MY, Basudan AM, Almubarak AM, Alzawawi AS, Al-Ahmari FM, Aldulaijan HA, Almoharib H, Ashri NY. Dental Students' Perceptions Towards E-learning in Comparison With Traditional Classroom Learning. Cureus 2023; 15:e51129. [PMID: 38274909 PMCID: PMC10810565 DOI: 10.7759/cureus.51129] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/18/2023] [Indexed: 01/27/2024] Open
Abstract
INTRODUCTION Electronic learning (e-learning) has evolved into a popular educational approach since the coronavirus disease 2019 (COVID-19) pandemic. While this represents an additional model for teaching, traditional classroom learning fosters the development of interpersonal skills and enables students to share and discuss specific topics. However, existing research on the comparison of both these modes of learning in the field of dental education is inadequate. This study aimed to evaluate the perceptions of dental students towards both electronic and classroom learning. METHODS A cross-sectional questionnaire-based survey was conducted between November 2022 and January 2023 among dental students in Saudi Arabia. Students were questioned on their comparative perceptions of e-learning and classroom learning before, during, and after the COVID-19 pandemic. Questionnaire responses, including demographic data, were collected and tabulated, using electronic data management software. The tabulated data were analyzed to provide descriptive statistics and compare electronic and classroom learning with demographic variables and previous experience with e-learning. RESULTS Most respondents reported possessing average information technology (IT) skills and prior experience with e-learning. Blackboard Learning Management System (LMS) (Reston, VA: Blackboard Inc.), Zoom (San Jose, CA: Zoom Video Communications Inc.), and Microsoft Teams (Redmond, WA: Microsoft Corporation) were the most commonly used and advantageous e-learning platforms. While the majority of participants found both methods acceptable for problem-based learning sessions and theoretical lectures, they reported e-learning to be less effective than classroom learning for clinical and practical sessions. Regarding e-learning as a preferred method over classroom learning, most responses were "neutral" or "uncertain." Comparing the mean ranks of the ordinal responses for the different teaching methodologies and the nominal responses for e-learning as the preferred method, no statistically significant interactions were observed for demographic characteristics, IT-skill levels, or prior experience with e-learning. CONCLUSION Although enhanced performance and learning capacity are enabled through e-learning, the advantages of personal interactions and the feasibility of practical and clinical dental sessions are achieved only through classroom learning.
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Affiliation(s)
- Marwa Y Shaheen
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Amani M Basudan
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Abdulrahman M Almubarak
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Abeer S Alzawawi
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Fatemah M Al-Ahmari
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Hajer A Aldulaijan
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Hani Almoharib
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Nahed Y Ashri
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
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22
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Canarsky NT, Ingram KE, Schissel ME, Yoachim SD. Effectiveness of E-learning on clinical application of dental injection anatomy via simulation manikins. J Dent Educ 2023; 87:1725-1734. [PMID: 37735898 DOI: 10.1002/jdd.13377] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2023] [Revised: 07/31/2023] [Accepted: 09/05/2023] [Indexed: 09/23/2023]
Abstract
PURPOSE E-learning is frequently integrated into dental education, yet little is known on the effectiveness of e-learning in both instilling foundational knowledge and facilitating translation of newly acquired knowledge and skill into clinical application. The objective of this study was to investigate the impact of learning modality on acquisition of knowledge and translation to clinical skill using objective feedback from oral anesthesia manikins and subjects' self-reported confidence scores. METHODS This mixed-method study involved first year dental students (n = 52) who volunteered to participate in a learning intervention, simulation exercise, and survey in 2022. Students were randomly assigned to lecture (n = 26) or e-learning (n = 26) cohorts and then participated in the intervention, postintervention assessment, and a simulation to evaluate correct approaches for each dental block and attempts to success. RESULTS All subjects scored significantly higher on post-intervention assessment compared to pre-intervention assessment (8.2 vs. 5.9; p < 0.0001) with no significant differences between intervention groups when comparing preintervention and postintervention scores. Furthermore, there were no significant differences between the two cohorts when comparing abilities to correctly approach each dental block or attempts to success. Finally, all students reported a significant increase in confidence in most categories following intervention and simulation, with no significant differences between lecture and e-learning cohorts. CONCLUSION Our findings suggest students learning via e-learning are equally capable as those learning via lecture at demonstrating newly acquired knowledge and skill in both assessments and clinical simulations. Results support incorporating supplemental e-learning and oral anesthesia manikin exercises for students learning the anatomy of dental injections.
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Affiliation(s)
- Nathan T Canarsky
- University of Nebraska Medical Center College of Dentistry, Lincoln, Nebraska, USA
| | - Katie E Ingram
- University of Nebraska Medical Center College of Dentistry, Lincoln, Nebraska, USA
| | - Makayla E Schissel
- Department of Biostatistics at University of Nebraska Medical Center College of Public Health, Omaha, Nebraska, USA
| | - Shayla D Yoachim
- University of Nebraska Medical Center College of Dentistry, Lincoln, Nebraska, USA
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23
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Little KM, Nwala AA, Demise E, Archie S, Nwokoma EI, Onyezobi C, Anyasi H, Afolabi K, OlaOlorun FM, Rademacher KH, Danna K, Lorenzetti L, Anyanti J, Plotkin M. Use of a hybrid digital training approach for hormonal IUD providers in Nigeria: results from a mixed method study. BMC Health Serv Res 2023; 23:1316. [PMID: 38031098 PMCID: PMC10685471 DOI: 10.1186/s12913-023-10211-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2023] [Accepted: 10/25/2023] [Indexed: 12/01/2023] Open
Abstract
BACKGROUND In Nigeria, in-service trainings for new family planning (FP) methods have typically been conducted using a combination of classroom-based learning, skills labs, and supervised practicums. This mixed-methods study evaluated the feasibility, acceptability, provider competency, and costs associated with a hybrid digital and in-person training model for the hormonal intrauterine device (IUD). METHODS The study was conducted in Enugu, Kano, and Oyo states, Nigeria, and enrolled FP providers previously trained on non-hormonal IUDs. Participants completed a digital didactic training, an in-person model-based practicum with an Objective Structured Clinical Examination (OSCE), followed by supervised provision of service to clients. Provider knowledge gains and clinical competency were assessed and described descriptively. Data on the feasibility, acceptability, and scalability of the approach were gathered from participating providers, clinical supervisors, and key stakeholders. Training costs were captured using an activity-based approach and used to calculate a cost per provider trained. All analyses were descriptive. RESULTS Sixty-two providers took the hybrid digital training, of whom 60 (91%) were included in the study (n = 36 from public sector, n = 15 from private sector, and n = 9 both public/private). The average knowledge score increased from 62 to 86% pre- and post-training. Clinical competency was overall very high (mean: 94%), and all providers achieved certification. Providers liked that the digital training could be done at the time/place of their choosing (84%), was self-paced (79%), and reduced risk of COVID-19 exposure (75%). Clinical supervisors and Ministry of Health stakeholders also had positive impressions of the training and its scalability. The hybrid training package cost $316 per provider trained. CONCLUSIONS We found that a hybrid digital training approach to hormonal IUD service provision in Nigeria was acceptable and feasible. Providers demonstrated increases in knowledge following the training and achieved high levels of clinical competency. Both providers and clinical supervisors felt that the digital training content was of high quality and an acceptable (sometimes preferable) alternative to classroom-based, in-person training. This study provided insights into a hybrid digital training model for a long-acting contraceptive, relevant to scale-up in Nigeria and similar settings.
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Affiliation(s)
- Kristen M Little
- Population Services International (PSI), Strategy and Insights Department, 1120 19th, Street NW, Suite 600, Washington, DC, 20020, USA.
| | - Anthony A Nwala
- Society for Family Health (SFH) Nigeria, RH/FP Division, Abuja, Nigeria
| | - Eden Demise
- Population Services International (PSI), Strategy and Insights Department, 1120 19th, Street NW, Suite 600, Washington, DC, 20020, USA
| | - Samantha Archie
- FHI 360, Health Services Research Department, Durham, NC, USA
| | | | - Chinedu Onyezobi
- Society for Family Health (SFH) Nigeria, RH/FP Division, Abuja, Nigeria
| | - Helen Anyasi
- FHI 360, Product Development and Introduction Department, Abuja, Nigeria
| | - Kayode Afolabi
- Nigeria Federal Ministry of Health, Reproductive Health Division, Abuja, Nigeria
| | - Funmilola M OlaOlorun
- Evidence for Sustainable Human Development Systems in Africa and the Department of Community Medicine, College of Medicine, University of Ibadan, Ibadan, Nigeria
| | - Kate H Rademacher
- FHI 360, Product Development and Introduction Department, Abuja, Nigeria
| | - Kendal Danna
- PSI, Sexual and Reproductive Health Department, Washington, DC, USA
| | - Lara Lorenzetti
- FHI 360, Behavioral, Epidemiological, and Clinical Sciences Division, Durham, NC, USA
| | - Jennifer Anyanti
- Society for Family Health (SFH) Nigeria, RH/FP Division, Abuja, Nigeria
| | - Marya Plotkin
- FHI 360, Reproductive, Maternal, Newborn, and Child Health Department, Durham, NC, USA
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Rzadkiewicz M, Chylińska J. Walking in their shoes: How primary-care experiences of adults aged 50+ reveal the benefits of e-learning intervention for general practitioners. Appl Psychol Health Well Being 2023; 15:1237-1253. [PMID: 36609871 DOI: 10.1111/aphw.12434] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2022] [Accepted: 12/15/2022] [Indexed: 01/09/2023]
Abstract
Patient experiences and activation are increasingly researched. However, related data are limited in three areas: interventions for general practitioners (GPs) working with mature adults (50+), dedicated e-learning interventions for GPs, and assessments of e-learning for medical staff through patient experiences. We examined how e-learning intervention focused on improving GPs' skills in activating communication (understood as promoting engagement and active participation in healthcare) can enhance the experiences of mature patients. The intervention was designed for GPs, yet innovative assessment was based on patient experiences post-visit. Three research conditions for GPs (n = 165) were introduced: (1) e-learning or (2) pdf-article intervention and (3) control. Two independent waves of their patients participated before and after the intervention. Experience measures for patients (n = 1639) included the Patient Expectations Scale (post-visit), perceived GP's Communication Skills scale, and Patient Satisfaction with Visit scale. E-learning intervention compared with the control group had a favorable effect for 5 out of 8 dimensions of patient experience. Change in emotional support and quality of life was particularly visible. Mature patient experiences can be improved with the e-learning intervention for GPs. Measuring patient experience enriches the available knowledge and can help design future research and interventions.
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Affiliation(s)
- Marta Rzadkiewicz
- Department of Health Psychology, Medical University of Warsaw, Warsaw, Poland
| | - Joanna Chylińska
- Department of Health Psychology, Medical University of Warsaw, Warsaw, Poland
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25
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Chang CL, Dyess NF, Johnston LC. Simulation in a blended learning curriculum for neonatology. Semin Perinatol 2023; 47:151824. [PMID: 37748941 DOI: 10.1016/j.semperi.2023.151824] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 09/27/2023]
Abstract
Blended learning is a learner-centered educational method that combines online and traditional face-to-face educational strategies. Simulation is a commonly utilized platform for experiential learning and an ideal component of a blended learning curriculum. This section describes blended learning, including its strengths and limitations, educational frameworks, uses within health professions education, best practices, and challenges. Also included is a brief introduction to simulation-based education, along with theoretical and real-world examples of how simulation may be integrated into a blended learning curriculum. Examples of blended learning in Neonatal-Perinatal Medicine, specifically within the Neonatal Resuscitation Program, procedural skills training, and the National Neonatology Curriculum, are reviewed.
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Affiliation(s)
- Catherine L Chang
- Department of Pediatrics, Weill Cornell Medicine, New York, NY, United States
| | - Nicolle Fernández Dyess
- Department of Pediatrics, University of Colorado School of Medicine, Aurora, CO, United States
| | - Lindsay C Johnston
- Department of Pediatrics, Yale University School of Medicine, New Haven, CT, United States.
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26
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Watkins KE, Levack WMM, Rathore FA, C Hay-Smith EJ. Challenges in applying evidence-based practice in stroke rehabilitation: a qualitative description of health professional experience in low, middle, and high-income countries. Disabil Rehabil 2023:1-9. [PMID: 37665337 DOI: 10.1080/09638288.2023.2251396] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Revised: 08/13/2023] [Accepted: 08/18/2023] [Indexed: 09/05/2023]
Abstract
Purpose: Evidence-based practice (EBP) is considered central to ethical, effective service delivery in rehabilitation, and the implementation of the World Health Organisation's Rehabilitation Strategy 2030. This study aimed to explore and compare the experiences of health professionals regarding the application of EBP for stroke rehabilitation in each participant's region and country, which provided perspectives from low, middle, and high-income countries.Methods and materials: Interviews were conducted with 12 experienced rehabilitation professionals from 12 different countries (5 high-income, 2 upper-middle income, 3 lower-middle income, and 2 low-income countries) and interpreted using qualitative descriptive analysis.Results: Nine factors influencing evidence-based stroke rehabilitation were: 1) the complexity of rehabilitation research; 2) the (ir)relevance of research to local context; 3) lack of time for EBP; 4) minimal training in EBP; 5) changing health professional behaviours; 6) poor access to resources for developing EBP; 7) influence of culture, patients, and families; 8) language barriers; and 9) lack of access to research evidence. Economic constraints contributed to many challenges; but not all challenges related to the country's economic classification.Conclusion: A global approach is needed to share knowledge about EBP, especially scientific evidence and innovative thinking about its application to clinical practice. Implications for rehabilitationRehabilitation professional groups should contribute to a global network to improve informal knowledge sharing and training around evidence-based practice.Support for training in evidence-based practice and its application needs to be developed and accessible in all countries, including low and middle-income countries.It is imperative that policymakers prioritise practical, evidence-based solutions for rehabilitation research in low and middle-income countries that can be effectively implemented within local settings.There must be solutions and increased accessibility of journal articles for those working in low and middle-income countries including those whose first language is not English.
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Affiliation(s)
- Kimberley E Watkins
- Rehabilitation Teaching and Research Unit, Department of Medicine, University of Otago, Wellington, New Zealand
| | - William M M Levack
- Rehabilitation Teaching and Research Unit, Department of Medicine, University of Otago, Wellington, New Zealand
| | - Farooq A Rathore
- Department of Rehabilitation Medicine, PNS Shifa Hospital, DHA-II, Karachi, Pakistan
| | - E Jean C Hay-Smith
- Rehabilitation Teaching and Research Unit, Department of Medicine, University of Otago, Wellington, New Zealand
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Emerson MR, Dinkel D, Watanabe-Galloway S, Torous J, Johnson DJ. Adaptation of digital navigation training for integrated behavioral health providers: Interview and survey study. Transl Behav Med 2023; 13:612-623. [PMID: 37086443 DOI: 10.1093/tbm/ibad016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/23/2023] Open
Abstract
Despite effective treatment options, people who experience mental health conditions often do not receive needed care. E-mental health, for instance the use of mobile apps, is emerging as a way to increase access to and extend care. However, little formal training is available to increase the digital literacy level among behavioral healthcare providers (BHPs), seeking to employ such technology. The purpose of this study was to explore the acceptability and usability of an adapted in-person Digital Navigation Training (DNT) curriculum into e-Learning modules focused on the integrated environment for BHPs. BHP confidence to serve as digital navigators was also explored. E-Learning modules were adapted from an existing in-person DNT. A purposeful sampling strategy was used to recruit BHPs (n = 8) to complete the modules. Acceptability, usability, and confidence were assessed via survey and semi-structured interviews. Descriptive statistics were calculated for survey data and qualitative data were analyzed using a directed content analysis approach. BHPs who completed the training (n = 8) felt the modules were usable, enjoyed the structure, and felt the amount of time to complete the modules was acceptable. All participants thought the structure of the training worked well and enjoyed learning new information. While participants' confidence in their digital navigation skills increased, they desired more information and/or experience with screening apps prior to increasing their use of apps within their care. E-Learning modules were an acceptable method of educating BHPs with digital navigation skills. Future research is needed to explore incentives needed for training along with if participating in these modules can increase use of quality mobile apps to augment care within BHP treatment plans.
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Affiliation(s)
- Margaret R Emerson
- College of Nursing, University of Nebraska Medical Center, Omaha, NE 68154, USA
| | - Danae Dinkel
- College of Education, Health, and Human Sciences, University of Nebraska at Omaha, Omaha, NE 68182, USA
| | | | - John Torous
- Department of Psychiatry at Beth Israel Deaconess Medical Center, Boston, 02115 MA, USA
| | - David J Johnson
- Department of Psychiatry & Behavioral Science, Mercer University School of Medicine, Atlanta, GA 30341, USA
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Meaney P, Hokororo A, Ndosi H, Dahlen A, Jacob T, Mwanga JR, Kalabamu FS, Joyce C, Mediratta R, Rozenfeld B, Berg M, Smith Z, Chami N, Mkopi NP, Mwanga C, Diocles E, Agweyu A. Feasibility of an Adaptive E-Learning Environment to Improve Provider Proficiency in Essential and Sick Newborn Care in Mwanza, Tanzania. MEDRXIV : THE PREPRINT SERVER FOR HEALTH SCIENCES 2023:2023.07.11.23292406. [PMID: 37502852 PMCID: PMC10370233 DOI: 10.1101/2023.07.11.23292406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/29/2023]
Abstract
Introduction To improve healthcare provider knowledge of Tanzanian newborn care guidelines, we developed adaptive Essential and Sick Newborn Care (aESNC), an adaptive e-learning environment (AEE). The objectives of this study were to 1) assess implementation success with use of in-person support and nudging strategy and 2) describe baseline provider knowledge and metacognition. Methods 6-month observational study at 1 zonal hospital and 3 health centers in Mwanza, Tanzania. To assess implementation success, we used the RE-AIM framework and to describe baseline provider knowledge and metacognition we used Howell's conscious-competence model. Additionally, we explored provider characteristics associated with initial learning completion or persistent activity. Results aESNC reached 85% (195/231) of providers: 75 medical, 53 nursing, and 21 clinical officers; 110 (56%) were at the zonal hospital and 85 (44%) at health centers. Median clinical experience was 4 years [IQR 1,9] and 45 (23%) had previous in-service training for both newborn essential and sick newborn care. Efficacy was 42% (SD±17%). Providers averaged 78% (SD±31%) completion of initial learning and 7%(SD±11%) of refresher assignments. 130 (67%) providers had ≥1 episode of inactivity >30 day, no episodes were due to lack of internet access. Baseline conscious-competence was 53% [IQR:38-63%], unconscious-incompetence 32% [IQR:23-42%], conscious-incompetence 7% [IQR:2-15%], and unconscious-competence 2% [IQR:0-3%]. Higher baseline conscious-competence (OR 31.6 [95%CI:5.8, 183.5) and being a nursing officer (aOR: 5.6 [95%CI:1.8, 18.1]), compared to medical officer) were associated with initial learning completion or persistent activity. Conclusion aESNC reach was high in a population of frontline providers across diverse levels of care in Tanzania. Use of in-person support and nudging increased reach, initial learning, and refresher assignment completion, but refresher assignment completion remains low. Providers were often unaware of knowledge gaps, and lower baseline knowledge may decrease initial learning completion or activity. Further study to identify barriers to adaptive e-learning normalization is needed.
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Affiliation(s)
- Peter Meaney
- Stanford University School of Medicine, Palo Alto, CA
| | - Adolfine Hokororo
- Catholic University of Health and Allied Sciences, Mwanza, Tanzania
- Pediatric Association of Tanzania, Dar Es Salaam, Tanzania
| | - Hanston Ndosi
- Catholic University of Health and Allied Sciences, Mwanza, Tanzania
| | - Alex Dahlen
- Stanford University School of Medicine, Palo Alto, CA
| | | | - Joseph R Mwanga
- Catholic University of Health and Allied Sciences, Mwanza, Tanzania
| | - Florence S Kalabamu
- Pediatric Association of Tanzania, Dar Es Salaam, Tanzania
- Hubert Kairuki Memorial University, Dar es Salaam, Tanzania
| | - Christine Joyce
- Cornell University School of Medicine, New York, New York USA
| | | | | | - Marc Berg
- Stanford University School of Medicine, Palo Alto, CA
- Area9 Lyceum, Boston, Massachusetts, USA
| | - Zack Smith
- Stanford University School of Medicine, Palo Alto, CA
| | - Neema Chami
- Catholic University of Health and Allied Sciences, Mwanza, Tanzania
- Pediatric Association of Tanzania, Dar Es Salaam, Tanzania
| | - Namala P Mkopi
- Pediatric Association of Tanzania, Dar Es Salaam, Tanzania
- Muhimbili National Hospital, Dar es Salaam, Tanzania
| | - Castory Mwanga
- Pediatric Association of Tanzania, Dar Es Salaam, Tanzania
| | - Enock Diocles
- Catholic University of Health and Allied Sciences, Mwanza, Tanzania
| | - Ambrose Agweyu
- KEMRI-Wellcome Trust Research Programme, Kenya
- London School of Hygiene and Tropical Medicine, London, UK
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Kimura R, Matsunaga M, Barroga E, Hayashi N. Asynchronous e-learning with technology-enabled and enhanced training for continuing education of nurses: a scoping review. BMC MEDICAL EDUCATION 2023; 23:505. [PMID: 37442970 DOI: 10.1186/s12909-023-04477-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/04/2023] [Accepted: 06/26/2023] [Indexed: 07/15/2023]
Abstract
BACKGROUND Asynchronous e-learning has become the mainstream choice since the transformation of learning formats by the coronavirus disease-19 pandemic. This scoping review aimed to examine the technologies used in asynchronous e-learning for the continuing education of clinical nurses and their modes of delivery and effectiveness. METHODS This scoping review covered the period between 2011 and 2023. Six databases were searched for relevant studies following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews (PRISMA-ScR) protocol. RESULTS Sixty articles met the inclusion criteria. There was a noticeable trend toward using diverse technology-enabled and enhanced training (TEET) options after 2017. The enabling technological approaches, such as interactive online modules (25 articles) and video modules (25 articles), are described in the articles. The most commonly used enhancing technologies were scenario-based learning (nine articles), resource access (eight articles), computer simulation or virtual reality (three articles), and gamification (three articles). Among the outcomes, knowledge acquisition was the most commonly examined outcome (41 articles). CONCLUSIONS Notably, many interactive TEET modules were used in asynchronous e-learning. There were few studies on gamification, computer simulation or virtual reality, and scenario-based learning (techniques to enhance intrinsic motivation further). However, the adoption of asynchronous e-learning with advanced TEET options is anticipated to increase in the future. Therefore, objective outcome measures are required to determine the effects of such learning methods on knowledge acquisition and behavioral changes.
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Affiliation(s)
- Rika Kimura
- Department of Adult Health Nursing, Graduate School of Nursing Science, St. Luke's International University, 10-1 Akashi-Cho, Chuo-Ku, Tokyo, 104-0044, Japan.
| | - Mayumi Matsunaga
- Department of Nursing, Faculty of Human Sciences, Sophia University, Tokyo, Japan
| | - Edward Barroga
- Department of Medical Education, Showa University School of Medicine, Tokyo, Japan
| | - Naoko Hayashi
- Graduate School of Nursing Science, St. Luke's International University, Tokyo, Japan
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Papadopoulou C, Duffy R, Andrew M, Barrie J, Martin J, Birt A, Hendry A. The Frailty Matters Project. Br J Community Nurs 2023; 28:324-330. [PMID: 37369438 DOI: 10.12968/bjcn.2023.28.7.324] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/29/2023]
Abstract
Preventing and managing frailty is a new area for many community practitioners; yet, frailty specific-education remains limited. This collaborative project aimed to understand and enhance the knowledge, confidence and capability of community nurses to manage frailty in a community setting. A person-centred coaching and educational programme was co-developed with community nurse participants to strengthen their leadership role in managing frailty within interprofessional teams. The "Frailty House" was created as an educational framework for the elements that participants described as important in order to live well with frailty, built on a foundation of leadership and coaching skills. Thematic content analysis of the data revealed the added value of combining technical knowledge and relational skills-building with peer support and coaching. All recognised the challenge of caring for people living with frailty at a difficult time and acknowledged that they would benefit hugely from further knowledge and skill development in this field.
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Affiliation(s)
- Constantina Papadopoulou
- University of the West of Scotland, School of Health and Life Sciences, Blantyre, South Lanarkshire
| | - Raymond Duffy
- University of the West of Scotland, School of Health and Life Sciences, Blantyre, South Lanarkshire
| | | | - Janette Barrie
- University of the West of Scotland, School of Health and Life Sciences, Blantyre, South Lanarkshire
| | - Jana Martin
- University of the West of Scotland, School of Health and Life Sciences, Blantyre, South Lanarkshire
| | | | - Anne Hendry
- International Foundation for Integrated Care
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Kelly P, Hegarty J, Dyer KR, Donovan AO. An Exploration of Organizational Characteristics and Training Adoption in Irish Community Drug Treatment Services. J Addict Nurs 2023; 34:E84-E107. [PMID: 37669349 DOI: 10.1097/jan.0000000000000471] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
BACKGROUND Changes in patterns of drug use and population needs necessitate the adoption of new technologies. Despite high failure rates in adopting new technologies acquired in training, little is known about the process that can support successful change. This study explores the impact that staff and service characteristics have on the process of training adoption in Irish opiate substitution therapy services, with a specific focus on the concept of organizational readiness to change. METHODS A cross-sectional survey was conducted on a convenience sample of 132 staff members across 12 services in Ireland. The relationship between staff demographics, their perceptions of organizational readiness to change, burnout, and a four-stage process of training adoption were considered. RESULTS Discipline, job tenure, and educational levels are important predictors of engagement in the adoption process. Staff in services with higher institutional needs, greater pressures for change, and poorer resources were less likely to be exposed to, or adopt, training. Having lower levels of stress and more influence with peers was associated with better adoption of training. CONCLUSIONS Planners and service managers need to carefully consider the composition or dynamics of services when initiating change. Organizational readiness to change and staff characteristics as measured by instruments used in this study are important determinants of the process of innovation or training adoption and provide a good basis for developing further understanding of how treatment services work. This article expands on results from previous studies conducted in the United States to a European context.
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Andrade E, Quinlan LR, Harte R, Reid-McDermott B, Kirrane F, Fallon E, Kelly M, Hall T, Scully M, Laffey J, Pladys P, Ryan E, Byrne D, ÓLaighin G. The development and preliminary evaluation of a clinician e-learning training platform for a neonatal sepsis risk monitor for use in ICU settings. APPLIED ERGONOMICS 2023; 109:103990. [PMID: 36791557 DOI: 10.1016/j.apergo.2023.103990] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/20/2022] [Revised: 12/21/2022] [Accepted: 01/31/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Training clinicians on the use of hospital-based patient monitoring systems (PMS) is vital to mitigate the risk of use errors and of frustration using these devices, especially when used in ICU settings. PMS training is typically delivered through face-to-face training sessions in the hospital. However, it is not always feasible to deliver training in this format to all clinical staff given some constraints (e.g., availability of staff and trainers to attend in-person training sessions and the costs associated with face-to-face training). OBJECTIVE The literature indicates that E-learning has the potential to mitigate barriers associated with time restrictions for trainers and trainees and evidence shows it to be more flexible, and convenient for learners in healthcare settings. This study aimed to develop and carry out a preliminary evaluation via a case study of an e-learning training platform designed for a novel neonatal sepsis risk monitor system (Digi-NewB). METHODS A multi-modal qualitative research case study approach was used, including the analysis of three qualitative data sources: (i) audio/video recordings of simulation sessions in which participants were asked to operate the system as intended (e.g., update the clinical observations and monitor the sepsis risk), (ii) interviews with the simulation participants and an attending key opinion leader (KOL), who observed all simulation sessions, and (iii) post-simulation survey. RESULTS After receiving ethical approval for the study, nine neonatal intensive care unit (NICU) nurses completed the online training and participated in the simulation and follow-up interview sessions. The KOL was also interviewed, and seven out of the nine NICU nurses answered the post-simulation survey. The video/audio analysis of the simulations revealed that participants were able to use and interpret the Digi-NewB interface. Interviews with simulation participants and the KOL, and feedback extracted from the survey, revealed that participants were overall satisfied with the training platform and perceived it as an efficient and effective method to deliver medical device training. CONCLUSIONS This study developed an online training platform to train clinicians in the use of a critical care medical device and carried out a preliminary evaluation of the platform via a case study. The e-learning platform was designed to supplement and enhance other training approaches. Further research is required to evaluate the effectiveness of this approach.
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Affiliation(s)
- Evismar Andrade
- Electrical & Electronic Engineering, School of Engineering, University of Galway, University Road, Galway, Ireland; Human Movement Laboratory, CÚRAM Centre for Research in Medical Devices, University of, Galway, University Road, Galway, Ireland
| | - Leo R Quinlan
- Physiology, School of Medicine, University of Galway, University Road, Galway, Ireland
| | - Richard Harte
- Electrical & Electronic Engineering, School of Engineering, University of Galway, University Road, Galway, Ireland; Human Movement Laboratory, CÚRAM Centre for Research in Medical Devices, University of, Galway, University Road, Galway, Ireland
| | - Bronwyn Reid-McDermott
- Irish Centre for Applied Patient Safety and Simulation (ICAPSS), University Hospital Galway, Galway, Ireland
| | - Frank Kirrane
- Medical Physics and Clinical Engineering, University Hospital Galway, Galway, IE, Ireland
| | - Enda Fallon
- Mechanical Engineering, School of Engineering, University of Galway, University Road, Galway, Ireland
| | - Martina Kelly
- Mechanical Engineering, School of Engineering, University of Galway, University Road, Galway, Ireland
| | - Tony Hall
- School of Education, University of Galway, Galway, Ireland
| | - Michael Scully
- Anaesthesia, School of Medicine, Galway University Hospitals, Galway, IE, Ireland; Department of Anaesthesia & Intensive Care Medicine, Galway, IE, Ireland
| | - John Laffey
- Anaesthesia, School of Medicine, Galway University Hospitals, Galway, IE, Ireland; Department of Anaesthesia & Intensive Care Medicine, Galway, IE, Ireland
| | - Patrick Pladys
- Centre Hospitalier Universitaire de Rennes (CHU Rennes), Rennes, France; Faculté de Médicine de l'Université de Rennes, Rennes, France
| | - Ethel Ryan
- Department of Paediatrics, University Hospital Galway, Galway, Ireland
| | - Dara Byrne
- Irish Centre for Applied Patient Safety and Simulation (ICAPSS), University Hospital Galway, Galway, Ireland
| | - Gearóid ÓLaighin
- Electrical & Electronic Engineering, School of Engineering, University of Galway, University Road, Galway, Ireland; Human Movement Laboratory, CÚRAM Centre for Research in Medical Devices, University of, Galway, University Road, Galway, Ireland.
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Heathcotte K, Swenty C, Schaar G. An Educational Initiative for Family Nurse Practitioners to Detect Melanoma Skin Cancer. JOURNAL OF THE DERMATOLOGY NURSES' ASSOCIATION 2023. [DOI: 10.1097/jdn.0000000000000740] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/08/2023]
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Calder R, Neale J, Simonavičius E, Dyer KD. Optimizing online learning resources for substance use professionals in England: lessons from user-centered design. DRUGS: EDUCATION, PREVENTION AND POLICY 2023. [DOI: 10.1080/09687637.2023.2186204] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/12/2023]
Affiliation(s)
- Robert Calder
- Addictions Department, Institute for Psychiatry, Psychology and Neuroscience, King”s College London, London, UK
- Society for the Study of Addiction
| | - J. Neale
- Addictions Department, Institute for Psychiatry, Psychology and Neuroscience, King”s College London, London, UK
| | - E. Simonavičius
- Addictions Department, Institute for Psychiatry, Psychology and Neuroscience, King”s College London, London, UK
| | - K. D. Dyer
- Director of Curriculum & Digital Innovation, Institute for Psychiatry, Psychology and Neuroscience, King’s College London, London, UK
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Officer E, Johnson M, Blickwedel J, Reynolds A, Pearse R, Pearse J, Basu AP. Evaluation of the Training in Early Detection for Early Intervention (TEDEI) e-learning course using Kirkpatrick's method. BMC MEDICAL EDUCATION 2023; 23:129. [PMID: 36842995 PMCID: PMC9968638 DOI: 10.1186/s12909-023-04113-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/09/2022] [Accepted: 02/17/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Early intervention in cerebral palsy could improve motor outcome but is only possible following early identification of those affected. There is a need for training of healthcare professionals (HCPs) in early detection of atypical motor development. We developed a video-based e-learning course - Training in Early Detection for Early Intervention (TEDEI) - to address this need. We evaluated whether participation in the course improved knowledge and changed behaviour of HCPs. METHODS Participants were 332 HCPs (38% physiotherapists, 35.8% occupational therapists), predominantly UK-based (83.7%). Analysis of training effects used mixed methods and followed Kirkpatrick's model, first assessing "Reaction" through a feedback questionnaire involving Likert scale and free text responses (n = 141). "Learning" was assessed through multiple choice questions (MCQs): all 332 HCPs completed a pre-course quiz of 6 MCQs followed by the course, then a 16 item post-course quiz including the 6 pre-course questions. "Behaviour" was assessed through in-depth qualitative interviewing of 23 participants. RESULTS "Reaction": TEDEI was found to be effective, engaging and well structured. "Learning": Scores improved significantly between the pre-course and post-course quiz, median improvement 1/6 (z = 5.30, p < 0.001). HCPs also reported a perceived improvement in their knowledge, confidence and ability. "Behaviour": HCPs could see how TEDEI would improve their clinical practice through having an assessment framework, ways of working better with parents, and developing observational skills useful for tele-health assessments. CONCLUSION Our brief e-learning course on early detection for early intervention was viewed positively, improved knowledge and showed potential for positive changes in practice. Kirkpatrick's model provided a useful framework for undertaking this evaluation.
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Affiliation(s)
- Eleanor Officer
- School of Psychology, Newcastle University, Newcastle upon Tyne, England, UK
| | - Maisie Johnson
- School of Psychology, Newcastle University, Newcastle upon Tyne, England, UK
| | | | - Ashley Reynolds
- Faculty of Medical Sciences, Newcastle University, Newcastle upon Tyne, England, UK
| | - Rachel Pearse
- North East and North Cumbria GP Training Programme, Newcastle upon Tyne, England, UK
| | - Janice Pearse
- Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne, England, UK
- Therapy Services, Newcastle Upon Tyne Hospitals NHS Foundation Trust, Newcastle upon Tyne, England, UK
| | - Anna Purna Basu
- Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne, England, UK.
- Paediatric Neurology, Newcastle upon Tyne Hospitals NHS Foundation Trust, Newcastle upon Tyne, England, UK.
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Hojati Z, Goudarzi F, Hasanvand S, Galehdar N, Birjandi M. The impact of training chemotherapy safety standards with a smartphone application on the knowledge, attitude, and performance of nurses. BMC Nurs 2023; 22:43. [PMID: 36797713 PMCID: PMC9933301 DOI: 10.1186/s12912-023-01199-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2022] [Accepted: 02/06/2023] [Indexed: 02/18/2023] Open
Abstract
BACKGROUND Nurses who play the leading role in caring for patients, especially nurses in the chemotherapy department who are constantly exposed to high-risk drugs and their side effects, should pay more attention to occupational safety. This study was performed to determine the effect of training chemotherapy safety standards using a smartphone application on nurses' knowledge, attitude, and performance. METHODS The whole enumeration of fifty oncology nurses was recruited who they worked in 3 hospitals affiliated with Lorestan University of Medical Sciences (west of Iran). The study was conducted from June to November 2021. The training was done for four weeks with a smartphone application, including six main courses of familiarity with hazardous drugs, Personal Protective Equipment, preparation, storage and transfer, spilling, and wastes disposal of hazardous drudges . The nurses' knowledge, attitude, and performance questionnaire were completed before, immediately after, and one month after the intervention. Data analysis was performed using SPSS version 26, descriptive and inferential statistical tests of independent t-test, one-way analysis of variance, Spearman's rank correlation coefficient, repeated measures analysis of variance, and the Generalized Estimating Equation (GEE) model. RESULTS Mean knowledge score of participants before, immediately after, and one month after the intervention was (47.18 ± 8.19), (60.08 ± 3.82), and (61.88 ± 3.45), respectively. The mean attitude score of participants before, immediately after, and one month after the intervention was (30.34 ± 3.94), (34.32 ± 3.25), and (34.98 ± 2.88), in order, and the mean performance score of participants before, immediately after, and one month after the intervention was (43.60 ± 5.11), (51.78 ± 3.15) and (52.88 ± 3.06), respectively. The mean nurses' knowledge, attitude, and performance score increased significantly over time (P < 0.001). CONCLUSIONS Teaching chemotherapy safety standards using the application improved oncology nurses' knowledge, attitude, and performance. Appropriate educational programs, especially by new methods such as E-learning, are recommended for providing safety for nurses.
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Affiliation(s)
- Zohreh Hojati
- grid.508728.00000 0004 0612 1516Social Determinants of Health Research Center, Boroujerd school of Nursing, Lorestan University of Medical Sciences, Khorramabad, Iran
| | - Fateme Goudarzi
- Social Determinants of Health Research Center, School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran.
| | - Shirin Hasanvand
- grid.508728.00000 0004 0612 1516Social Determinants of Health Research Center, School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran
| | - Nasrin Galehdar
- grid.508728.00000 0004 0612 1516Surgical Technology Department, Paramedical Faculty, Lorestan University of Medical Sciences, Khorramabad, Iran
| | - Mehdi Birjandi
- grid.508728.00000 0004 0612 1516Nutritional Health Research Center, Lorestan University of Medical Sciences, Khorramabad, Iran
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Hwang NK, Shim SH, Cheon HW. Digital learning designs in occupational therapy education: a scoping review. BMC MEDICAL EDUCATION 2023; 23:7. [PMID: 36604723 PMCID: PMC9817377 DOI: 10.1186/s12909-022-03955-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/20/2022] [Accepted: 12/12/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Digital learning is a rapidly advancing method for teaching and learning in professional health education. Although various digital learning designs have been tried in OT education, studies on digital learning designs are still limited. METHODS We conducted a scoping study that aimed to identify the digital learning designs used in occupational therapy (OT) education and review the effectiveness, learner perceptions, clinical skills integrated, and technology-based learning strategies used to facilitate learning. Four databases were searched using subheadings and terms relating to digital learning, occupational therapy, and education. The included studies were mapped according to the types of digital learning design, subjects, key clinical skills, and outcomes. RESULTS Twenty-two studies were included in this review, most of which were qualitative, observational, or mixed studies of the two designs. The digital learning designs identified in OT education were flipped, blended, hybrid, and distance learning, including e-learning and massive open online courses (MOOC). Among the components of clinical skills, professional reasoning and procedural knowledge were the most integrated into digital learning, and covered various OT subjects. Digital learning designs were reported to be equivalent to or more effective than the traditional face-to-face (F2F) class in learning outcomes of knowledge and skill acquisition, enhancing learning participation, reflection, and collaboration between learners. Various technologies have been used to promote synchronous or asynchronous active learning, providing learning strategies such as thinking, reflection, discussion, peer learning-group activity, and gamifying online learning. CONCLUSIONS In OT digital learning, appropriate learning subjects, the arrangement of clinical skill components that can be well integrated into digital learning, and the selection of appropriate technologies for effective learning are important. The results should be confirmed within an experimental study design.
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Affiliation(s)
- Na-Kyoung Hwang
- Department of Occupational Therapy, Seoul North Municipal Hospital, 38, Yangwonyeok-ro, Jungnang-gu, Seoul, 02062, Republic of Korea
| | - Sun-Hwa Shim
- Department of Occupational Therapy, College of Medical Science, Jeonju University, 303, Cheonjam-ro, Wansan-gu, Jeonju, Jeollabuk-do, 55069, Republic of Korea.
| | - Hye-Won Cheon
- Department of Dental Hygiene, College of Health Science, Howon University, 64, Howondae 3-gil, Impi-myeon, Gunsan, Jeollabuk-do, 54058, Republic of Korea.
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Gajera GV, Pandey P, Malathesh BC, Nirisha PL, Suchandra KHH, Ibrahim FA, Suhas S, Manjunatha N, Kumar CN, Suresha BM, Jain S. Effectiveness of blended versus fully digital training in primary care psychiatry: A retrospective comparison from India. J Neurosci Rural Pract 2023; 14:91-97. [PMID: 36891122 PMCID: PMC9945417 DOI: 10.25259/jnrp-2022-4-20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2022] [Accepted: 09/20/2022] [Indexed: 12/23/2022] Open
Abstract
Objectives We compared effectiveness of blended mode (consisting of traditional classroom teaching and e-learning sessions) and fully digital mode (e-learning sessions alone) of primary care psychiatry training for primary care doctors in Chhattisgarh. Materials and Methods We retrospectively compared the engagement in training, knowledge (K), attitude (A), and practice (P) in primary care psychiatry, and patient identification by primary care doctors (n = 941) from Chhattisgarh region who underwent training through either blended training mode (n = 546) or fully digital training mode (n = 395) for 16 h each, using Clinical Schedules for Primary Care Psychiatry based modules between June 2019 and November 2020 with a tertiary care center (NIMHANS, Bengaluru) as hub. Statistical Analysis The Statistical Package for the Social Sciences version 27 was used to analyze the data. Continuous variables were analyzed using the independent samples t-test, and discrete variables were analyzed using the Chi-square test. A repeated measures analysis of variance (ANOVA) (two-way mixed design) was used to see the interaction of training type and time of pre- and post-KAP measurement while controlling for years of experience. The number of patients identified by both training groups over 8 months was also compared using the repeated measures ANOVA (two-way mixed design). Results Engagement inferred by the number of participants completing pre-KAP forms (75%), post-KAP forms (43%), post-session assessments (37- 47%), case presentation (33.9%), and certification (32.1%) was better in the blended group (P < 0.05). The mean gain in KAP scores was significantly higher in the blended group controlling for the years of experience as primary care doctor (PCD) (F = 30.36, P < 0.001). PCDs in the blended training group consistently identified a higher number of patients with mental illness over 8 months of follow-up (F = 6.21, P < 0.001). Conclusion The blended mode yielded better results in primary care psychiatry training compared to fully digital mode. In-person interactions while provided for a very brief proportion of the training seem to have an unmistakable imprint on the outcomes and seem critical for better consolidation and assimilation of information, which translates into better practice.
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Affiliation(s)
- Gopi V. Gajera
- Department of Psychiatry, National Institute of Mental Health and Neurosciences, Bengaluru, Karnataka, India
| | - Praveen Pandey
- Department of Psychiatry, National Institute of Mental Health and Neurosciences, Bengaluru, Karnataka, India
| | - Barikar C. Malathesh
- Department of Psychiatry, All India Institute of Medical Sciences, Hyderabad, Telangana, India
| | - P. Lakshmi Nirisha
- Department of Psychiatry, National Institute of Mental Health and Neurosciences, Bengaluru, Karnataka, India
| | - K. Hari Hara Suchandra
- Department of Psychiatry, National Institute of Mental Health and Neurosciences, Bengaluru, Karnataka, India
| | - Ferose Azeez Ibrahim
- Department of Psychiatry, National Institute of Mental Health and Neurosciences, Bengaluru, Karnataka, India
| | - Satish Suhas
- Department of Psychiatry, National Institute of Mental Health and Neurosciences, Bengaluru, Karnataka, India
| | - Narayana Manjunatha
- Department of Psychiatry, National Institute of Mental Health and Neurosciences, Bengaluru, Karnataka, India
| | | | - Bada Math Suresha
- Department of Psychiatry, National Institute of Mental Health and Neurosciences, Bengaluru, Karnataka, India
| | - Sumi Jain
- Department of Non-Communicable Diseases, National Health Mission, Chhattisgarh, India
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Meaney PA, Hokororo A, Masenge T, Mwanga J, Kalabamu FS, Berg M, Rozenfeld B, Smith Z, Chami N, Mkopi N, Mwanga C, Agweyu A. Development of pediatric acute care education (PACE): An adaptive electronic learning (e-learning) environment for healthcare providers in Tanzania. Digit Health 2023; 9:20552076231180471. [PMID: 37529543 PMCID: PMC10387696 DOI: 10.1177/20552076231180471] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2022] [Accepted: 05/19/2023] [Indexed: 08/03/2023] Open
Abstract
Globally, inadequate healthcare provider (HCP) proficiency with evidence-based guidelines contributes to millions of newborn, infant, and child deaths each year. HCP guideline proficiency would improve patient outcomes. Conventional (in person) HCP in-service education is limited in 4 ways: reach, scalability, adaptability, and the ability to contextualize. Adaptive e-learning environments (AEE), a subdomain of e-learning, incorporate artificial intelligence technology to create a unique cognitive model of each HCP to improve education effectiveness. AEEs that use existing internet access and personal mobile devices may overcome limits of conventional education. This paper provides an overview of the development of our AEE HCP in-service education, Pediatric Acute Care Education (PACE). PACE uses an innovative approach to address HCPs' proficiency in evidence-based guidelines for care of newborns, infants, and children. PACE is novel in 2 ways: 1) its patient-centric approach using clinical audit data or frontline provider input to determine content and 2) its ability to incorporate refresher learning over time to solidify knowledge gains. We describe PACE's integration into the Pediatric Association of Tanzania's (PAT) Clinical Learning Network (CLN), a multifaceted intervention to improve facility-based care along a single referral chain. Using principles of co-design, stakeholder meetings modified PACE's characteristics and optimized integration with CLN. We plan to use three-phase, mixed-methods, implementation process. Phase I will examine the feasibility of PACE and refine its components and protocol. Lessons gained from this initial phase will guide the design of Phase II proof of concept studies which will generate insights into the appropriate empirical framework for (Phase III) implementation at scale to examine effectiveness.
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Key Words
- eHealth, general, digital health, general education, lifestyle, smartphone, media paediatrics, medicine, mHealth, psychology, mixed methods, studies
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Affiliation(s)
- Peter Andrew Meaney
- Department of Pediatrics, Stanford University School of Medicine, Pediatrics, Palo Alto, CA, USA
| | - Adolfine Hokororo
- Department of Pediatrics, Catholic University of Health and Allied Sciences Bugando, Pediatrics, Mwanza, Tanzania
| | | | - Joseph Mwanga
- Catholic University of Health and Allied Sciences School of Public Health, Mwanza, Tanzania
| | | | - Marc Berg
- Department of Pediatrics, Stanford University School of Medicine, Pediatrics, Palo Alto, CA, USA
| | | | - Zachary Smith
- Department of Pediatrics, Stanford University School of Medicine, Pediatrics, Palo Alto, CA, USA
| | - Neema Chami
- Department of Pediatrics, Catholic University of Health and Allied Sciences Bugando, Pediatrics, Mwanza, Tanzania
| | - Namala Mkopi
- Department of Pediatrics, Muhimbili University of Health and Allied Sciences School of Medicine, Pediatrics, Dar Es Salaam, Tanzania
| | - Castory Mwanga
- Department of Pediatrics, Simiyu District Hospital, Pediatrics, Simiyu, Tanzania
| | - Ambrose Agweyu
- Department of Infectious Disease and Epidemiology, London School of Hygiene and Tropical Medicine, Infectious Disease Epidemiology, Nairobi, Kenya
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Zobeidi T, Homayoon SB, Yazdanpanah M, Komendantova N, Warner LA. Employing the TAM in predicting the use of online learning during and beyond the COVID-19 pandemic. Front Psychol 2023; 14:1104653. [PMID: 36874866 PMCID: PMC9982163 DOI: 10.3389/fpsyg.2023.1104653] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2022] [Accepted: 01/26/2023] [Indexed: 02/19/2023] Open
Abstract
Online learning systems have become an applied solution for delivering educational content, especially in developing countries, since the start of the COVID-19 pandemic. The present study is designed to identify the factors influencing the behavioral intention of agricultural students at universities in Iran to use online learning systems in the future. This research uses an extended model in which the constructs of Internet self-efficacy, Internet anxiety, and output quality are integrated into the technology acceptance model (TAM). Data analysis was performed using the SmartPLS technique. The analyses showed the proposed model to be strong in terms of predicting the attitude to online learning and the intention to use it. The extended TAM model fit the data well and predicted 74% of the intention variance. Our findings show attitude and perceived usefulness to have directly affected intention. Output quality and Internet self-efficacy indirectly affected attitude and intention. Research findings can help with the design of educational policies and programs to facilitate education and improve student academic performance.
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Affiliation(s)
- Tahereh Zobeidi
- Cooperation and Transformative Group, International Institute for Applied Systems Analysis (IIASA), Laxenburg, Austria
| | - Seyedeh Bahar Homayoon
- Department of Agricultural Extension and Education, Agricultural Sciences and Natural Resources University of Khuzestan, Mollasani, Iran
| | - Masoud Yazdanpanah
- Cooperation and Transformative Group, International Institute for Applied Systems Analysis (IIASA), Laxenburg, Austria.,Department of Agricultural Extension and Education, Agricultural Sciences and Natural Resources University of Khuzestan, Mollasani, Iran.,Department of Agricultural Education and Communication, Institute of Food & Agricultural Sciences, University of Florida, Gainesville, FL, United States
| | - Nadejda Komendantova
- Cooperation and Transformative Group, International Institute for Applied Systems Analysis (IIASA), Laxenburg, Austria
| | - Laura A Warner
- Department of Agricultural Education and Communication, Institute of Food & Agricultural Sciences, University of Florida, Gainesville, FL, United States
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Cai H, Chen H, Gao Y, Huang Q, Lv C, Cang X, Qi J, Luo K, Jin S. A preliminary study of further attempt at the development, testing and application of an independent primary screening stool card. Sci Rep 2022; 12:22046. [PMID: 36543860 PMCID: PMC9768403 DOI: 10.1038/s41598-022-26649-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2022] [Accepted: 12/19/2022] [Indexed: 12/24/2022] Open
Abstract
Stool characteristics are of great value to assess diseases, but patients knew little. E-learning applied in health popularization and patient education is booming. In China, WeChat applets has advantages of abundant users, convenient access and low cost, which may be a great media in patient education on stool. This preliminary study aims to develop and evaluate a stool card WeChat applet. We collected stools images during 2020 to 2022 in the Department of Gastroenterology and Hepatology in the Second Affiliated Hospital of Harbin Medical University, constructed a stool card applet named the Doctor Friend Primary Screening Stool Card (DFPSSC) and evaluated it. Eligible participants were divided into the applet, traditional paper media and control group. We implement a series of tests to evaluate the effectiveness. 20 clinicians and participants using the DFPSSC completed a questionnaire to evaluate the usability. We developed the DFPSSC for an E-learning approach. Of 108 volunteers, 97 completed the DFPSSC learning. No significant pretest differences were found among the three groups (P = 0.303). Applet group had significantly higher posttest scores than pretest scores in intervention (P < 0.001, d = 1.68) and simulation (P = 0.006) test, and it had higher scores than other two group (P < 0.001). 63% participants and 59% clinicians strongly agree or agree to the usability of DFSSC. This preliminary study verified that the DFPSSC can effectively improve participants' knowledge of feces, making it an effective clinical tool for patient education and the avoidance of treatment delay.
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Affiliation(s)
- Huimin Cai
- grid.412463.60000 0004 1762 6325Department of Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, 246 Xuefu Road, Nangang District, Harbin, 150086 China
| | - Hongliang Chen
- grid.412463.60000 0004 1762 6325Department of Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, 246 Xuefu Road, Nangang District, Harbin, 150086 China
| | - Yang Gao
- grid.412463.60000 0004 1762 6325Department of Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, 246 Xuefu Road, Nangang District, Harbin, 150086 China
| | - Qianqian Huang
- grid.412463.60000 0004 1762 6325Department of Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, 246 Xuefu Road, Nangang District, Harbin, 150086 China
| | - Chengqian Lv
- grid.412463.60000 0004 1762 6325Department of Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, 246 Xuefu Road, Nangang District, Harbin, 150086 China
| | - Xueyu Cang
- grid.412463.60000 0004 1762 6325Department of Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, 246 Xuefu Road, Nangang District, Harbin, 150086 China
| | - Jihan Qi
- grid.412463.60000 0004 1762 6325Department of Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, 246 Xuefu Road, Nangang District, Harbin, 150086 China
| | - Kunpeng Luo
- grid.412463.60000 0004 1762 6325Department of Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, 246 Xuefu Road, Nangang District, Harbin, 150086 China
| | - Shizhu Jin
- grid.412463.60000 0004 1762 6325Department of Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, 246 Xuefu Road, Nangang District, Harbin, 150086 China
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Armas Freire PI, Gaspar GG, Zurita J, Salazar G, Velez JW, Bollela VR. E-Learning versus Face-to-Face Methodology for Learning Antimicrobial Resistance and Prescription Practice in a Tertiary Hospital of a Middle-Income Country. Antibiotics (Basel) 2022; 11:antibiotics11121829. [PMID: 36551486 PMCID: PMC9774894 DOI: 10.3390/antibiotics11121829] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2022] [Revised: 12/04/2022] [Accepted: 12/07/2022] [Indexed: 12/23/2022] Open
Abstract
Background: Antimicrobial resistance is a growing health problem worldwide. One strategy to face this problem in a reasonable way is training health personnel for the rational use of antimicrobials. There are some difficulties associated with medical staff to receiving training with E-learning education, but there is a lack of studies and insufficient evidence of the effectiveness of this method compared to face-to-face learning. Methods: An educational intervention on antimicrobial resistance (AMR) and antimicrobial prescription practice (APP) was designed and implemented using two approaches: face-to-face and E-learning among physicians of the intensive care unit (ICU) and internal medicine ward (IMW) at Eugenio Espejo Hospital in Quito. Modalities of interventions were compared to propose a strategy of continuous professional development (CPD) for all hospital staff. An interventional study was proposed using a quasi-experimental approach that included 91 physicians, of which 49 belong to the IMW and 42 to the ICU. All of them received training on AMR—half in a face-to-face mode and the other half in an asynchronous E-learning mode. They then all participated on APP training but with switched groups; those who previously participated in the face-to-face experience participated in an E-learning module and vice-versa. We evaluated self-perception about basic knowledge, attitudes and referred practices towards AMR and APP before and after the intervention. A review of medical records was conducted before and after training by checking antimicrobial prescriptions for all patients in the ICU and IMW with bacteremia, urinary tract infection (UTI), pneumonia, and skin and soft tissue infection. The study received IRB clearance, and we used SPSS for statistical analysis. Results: No statistically significant difference was observed between the E-learning and the face-to-face methodology for AMR and APP. Both methodologies improved knowledge, attitudes and referred practices. In the case of E-learning, there was a self-perception of improved attitudes (p < 0.05) and practices (p < 0.001) for both AMR and APP. In face-to-face, there was a perception of improvement only in attitudes (p < 0.001) for APP. In clinical practice, the use of antimicrobials significantly improved in all domains after training, including empirical and targeted treatment of bacteremia and pneumonia (p < 0.001) and targeted treatment of UTI (p < 0.05). For the empirical treatment of pneumonia, the mean number of antibiotics was reduced from 1.87 before to 1.05 after the intervention (p = 0.003), whereas in the targeted management of bacteremia, the number of antibiotics was reduced from 2.19 to 1.53 (p = 0.010). Conclusions: There was no statistically significant difference between the effect of E-learning and face-to-face strategy in terms of teaching AMR and APP. Adequate self-reported attitudes and practices in E-learning exceed those of the face-to-face approach. The empiric and targeted use of antimicrobials improved in all reviewed cases, and we observed an overall decrease in antibiotic use. Satisfaction with training was high for both methods, and participants valued the flexibility and accessibility of E-learning.
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Affiliation(s)
| | - Gilberto Gambero Gaspar
- Infection Control Service, University Hospital of Ribeirão Preto Medical School, University of São Paulo, Ribeirão Preto 14049-900, Brazil
| | - Jeannete Zurita
- Biomedical Research Unit, Zurita & Zurita Laboratories and Medical School, Pontifical Catholic University of Ecuador, Quito 170104, Ecuador
| | - Grace Salazar
- Infection Service, Oncologic Solca Hospital, Quito 170138, Ecuador
| | - Jorge Washington Velez
- Division of Education and Research, Hospital de Especialidades Eugenio Espejo, Central University of Ecuador, Quito 170136, Ecuador
| | - Valdes Roberto Bollela
- Department of Internal Medicine, Ribeirão Preto Medical School, University of São Paulo, Ribeirão Preto 14049-900, Brazil
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McNamara L, Scott K, Boyd RN, Farmer E, Webb A, Bosanquet M, Nguyen K, Novak I. Can web-based implementation interventions improve physician early diagnosis of cerebral palsy? Protocol for a 3-arm parallel superiority randomised controlled trial and cost-consequence analysis comparing adaptive and non-adaptive virtual patient instructional designs with control to evaluate effectiveness on physician behaviour, diagnostic skills and patient outcomes. BMJ Open 2022; 12:e063558. [PMID: 36410832 PMCID: PMC9680174 DOI: 10.1136/bmjopen-2022-063558] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/06/2022] [Accepted: 10/18/2022] [Indexed: 11/23/2022] Open
Abstract
INTRODUCTION Cerebral palsy (CP) is the most common childhood physical disability. Accurate diagnosis before 6 months is possible using predictive tools and decision-making skills. Yet diagnosis is typically made at 12-24 months of age, hindering access to early interventions that improve functional outcomes. Change in practice is required for physicians in key diagnostic behaviours. This study aims to close the identified research-practice gap and increase accurate CP diagnosis before 6 months of age through tailored web-based implementation interventions. This trial will determine whether adaptive e-learning using virtual patients, targeting CP diagnostic behaviours and clinical decision-making skills, effectively changes physician behaviour and practice compared with non-adaptive e-learning instructional design or control. METHODS AND ANALYSIS This study is a 3-arm parallel superiority randomised controlled trial of two tailored e-learning interventions developed to expedite physician CP diagnosis. The trial will compare adaptive (arm 1) and non-adaptive (arm 2) instructional designs with waitlist control (arm 3) to evaluate change in physician behaviour, skills and diagnostic practice. A sample size of 275 paediatric physicians enables detection of small magnitude effects (0.2) of primary outcomes between intervention comparators with 90% power (α=0.05), allowing for 30% attrition. Barrier analysis, Delphi survey, Behaviour Change Wheel and learning theory frameworks guided the intervention designs. Adaptive and non-adaptive video and navigation sequences utilising virtual patients and clinical practice guideline content were developed, integrating formative key features assessment targeting clinical decision-making skills relative to CP diagnosis.Physician outcomes will be evaluated based on postintervention key feature examination scores plus preintervention/postintervention behavioural intentions and practice measures. Associations with CP population registers will evaluate real-world diagnostic patient outcomes. Intervention costs will be reported in a cost-consequence analysis from funders' and societal perspectives. ETHICS AND DISSEMINATION Ethics approved from The University of Sydney (Project number 2021/386). Results will be disseminated through peer-reviewed journals and scientific conferences. TRIAL REGISTRATION NUMBER Australian New Zealand Clinical Trials Registry: ACTRN 12622000184774.
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Affiliation(s)
- Lynda McNamara
- Children's Hospital Westmead Clinical School, The University of Sydney, Westmead, New South Wales, Australia
| | - Karen Scott
- Discipline of Child and Adolescent Health, Children's Hospital Westmead Clinical School, The University of Sydney, Westmead, New South Wales, Australia
| | - Roslyn N Boyd
- Queensland Cerebral Palsy and Rehabilitation Research Centre, Child Health Research Centre, The University of Queensland, South Brisbane, Queensland, Australia
| | - Elizabeth Farmer
- Graduate School of Medicine, University of Wollongong, Wollongong, New South Wales, Australia
| | - Annabel Webb
- Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia
| | - Margot Bosanquet
- Paediatric Department, Townsville Hospital and Health Service District (THHS), Townsville, Queensland, Australia
| | - Kim Nguyen
- Faculty of Medicine, Centre for Health Service Research, The University of Queensland, Woolloongabba, Queensland, Australia
| | - Iona Novak
- Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia
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Ng SM, Kalaitzoglou E, Utari A, van Wijngaard-de Vugt C, Donaldson M, Wolfsdorf JI, Boot AM, Drop S. Ten-Year Experience of a Global and Freely Accessible e-Learning Website for Pediatric Endocrinology and Diabetes. Horm Res Paediatr 2022; 96:366-375. [PMID: 36349753 DOI: 10.1159/000527984] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/26/2022] [Accepted: 09/08/2022] [Indexed: 11/11/2022] Open
Abstract
The European Society for Paediatric Endocrinology (ESPE) interactive website, https://www.espe-elearning.org, was first published online in 2012. We describe the various applications of the content of the e-learning website that has been greatly expanded over the last 10 years. A large module on pediatric diabetes was added with the support of the International Society for Paediatric and Adolescent Diabetes (ISPAD). A separate multilingual module was created that focuses on frontline health care providers in limited resource settings. This module has been well received, particularly in targeted parts of the world. e-Learning may also be an opportunity to expand or tailor educational activities for learners according to their differing learning needs. The e-learning website provides guidelines for those interested in general pediatrics, neonatology, clinical genetics, and pediatric gynecology. We also describe various new applications such as master classes in the format of interactive video lectures and joint and complementary e-learning/e-consultation webinars. Finally, international certification was recently realized as e-learning courses were recognized by the European Accreditation Council for Continuing Medical Education (EACCME). As a result of the social distancing measures introduced to control the COVID-19 pandemic, digital education, whether individual or in a virtual classroom setting, has become even more important since e-learning can connect and engage individuals across geographic boundaries as well as those who live in remote areas. The future of education delivery may include hybrid learning strategies, which include in-person and e-learning platforms. Combined e-learning and e-consultation webinars illustrate how international academic institutions, learned medical specialty societies and networks are uniquely placed to deliver balanced, disease-oriented, and patient-centered e-learning education and at the same time provide expert consultation. Moreover, they are well equipped to maintain professional standards and to offer appropriate accreditation.
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Affiliation(s)
- Sze May Ng
- Department of Paediatric, Southport and Ormskirk NHS Trust, Southport, UK
- Department of Women's and Children's Health, University of Liverpool, Liverpool, UK
| | - Evangelia Kalaitzoglou
- Department of Pediatrics and Barnstable Brown Diabetes Center, University of Kentucky, Lexington, Kentucky, USA
| | - Agustini Utari
- Division of Pediatric Endocrinology, Department of Pediatrics, Faculty of Medicine, Diponegoro University, Semarang, Indonesia
| | | | - Malcolm Donaldson
- Honorary Senior Research Fellow, Glasgow University School of Medicine, Glasgow, UK
| | - Joseph I Wolfsdorf
- Division of Endocrinology, Department of Pediatrics, Boston Children's Hospital, Harvard Medical School, Boston, Massachusetts, USA
| | - Annemieke M Boot
- Division Endocrinology, Department of Pediatrics, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| | - Stenvert Drop
- Department of Pediatrics, Division Endocrinology, Sophia Children's Hospital, Erasmus MC, Rotterdam, The Netherlands
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Xu G, Xu Y, Tu X, Hao S, Liu T. The Association between Self-Rated Health and Health Self-Management Ability of Healthcare Undergraduates: The Chain Mediating Roles of eHealth Literacy and Resistance to Peer Influence. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:14501. [PMID: 36361377 PMCID: PMC9656272 DOI: 10.3390/ijerph192114501] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/08/2022] [Revised: 10/28/2022] [Accepted: 11/04/2022] [Indexed: 06/16/2023]
Abstract
Health self-management is important for healthcare undergraduates who are at the late adolescent or early adulthood stage, and will play an important part in health promotion for the general population. Previous research has shown that perceived health status affects health self-management. However, few studies have uncovered the mechanism between self-rated health and health self-management among healthcare undergraduates. Based on social ecology theory and Pender's health promotion model, this study aimed to explore the associations between health self-management ability, self-rated health, eHealth literacy and resistance to peer influence of healthcare undergraduates, with a focus on identifying the mediating effects of eHealth literacy and resistance to peer influence. A cross-sectional study was conducted among 515 healthcare undergraduates in Eastern China between July and September 2021. Serial mediation analysis was performed using Haye's Model 6 PROCESS macro to examine the mediating effects. The study found that health self-management ability was significantly and positively correlated with eHealth literacy, resistance to peer influence and self-rated health. Self-rated health had a direct and positive predictive effect on health self-management, with a direct effect value of 0.654. eHealth literacy and resistance to peer influence played both an independent mediating and a chain-mediating role in the mechanism of self-rated health affecting health self-management among healthcare undergraduates, with indirect effect values of 0.085, 0.101, and 0.013, respectively. The results suggest that eHealth literacy and resistance to peer influence could be intervention targets in programs for improving these students' health self-management ability.
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Dyke EV, Jauncey‐Cooke J, Johnston ANB. e‐Learning
interventions for nurses to prevent venous thromboembolism in patients: A realist review. J Clin Nurs 2022. [DOI: 10.1111/jocn.16571] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2022] [Revised: 08/28/2022] [Accepted: 10/18/2022] [Indexed: 11/05/2022]
Affiliation(s)
- Ellen V. Dyke
- School of Nursing, Midwifery and Social Work University of Queensland Brisbane Queensland Australia
| | - Jacqueline Jauncey‐Cooke
- School of Nursing, Midwifery and Social Work University of Queensland Brisbane Queensland Australia
| | - Amy N. B. Johnston
- Dept Emergency Medicine Princess Alexandra Hospital Brisbane Queensland Australia
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Worobey LA, Kirby RL, Cowan RE, Dyson-Hudson TA, Shea M, Heinemann AW, Pedersen JP, Hibbs R, Boninger ML. Using remote learning to teach clinicians manual wheelchair skills: a cohort study with pre- vs post-training comparisons. Disabil Rehabil Assist Technol 2022; 17:752-759. [PMID: 32809896 PMCID: PMC8204376 DOI: 10.1080/17483107.2020.1804633] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Revised: 07/21/2020] [Accepted: 07/29/2020] [Indexed: 10/23/2022]
Abstract
PURPOSE To test the hypothesis that remote learning to teach clinicians manual wheelchair skills is efficacious. MATERIALS AND METHODS A convenience sample of therapists (physical and occupational) and students were enrolled in pairs in a cohort study with pre- versus post-training comparisons. The intervention was a hybrid of self-study and hands-on practice paired with remote feedback for ten intermediate and advanced manual wheelchair skills. Participants practiced with self-selected frequency and duration, uploading a session log and video(s) to an online platform. A remote trainer provided asynchronous feedback prior to the next practice session. Capacity and confidence in completing the ten skills were evaluated using the Wheelchair Skills Test Questionnaire (WST-Q). Knowledge of wheelchair skills training and motor learning was assessed using a 62-item Knowledge Test. Secondary outcome measures included skill achievement, as confirmed by submitted video recordings, and participant feedback about the training. RESULTS Across 41participants, scores were higher at follow-up compared to baseline for WST-Q capacity (73.9 ± 19.1 vs 16.8 ± 15.6, p < 0.001), WST-Q confidence (80.1 ± 12.2 vs 47.6 ± 18.2, p = 0.003) and knowledge (70.8 ± 7.5 vs 67.0 ± 5.4, p = 0.004). CONCLUSIONS Remote learning can increase wheelchair skills capacity and confidence as well as knowledge about such training and assessment. This model should be further investigated as a delivery method for training rehabilitation professionals. CLINICAL TRIAL REGISTRATION NUMBER NCT01807728.Implications for rehabilitationWheelchair skills training is one of the 8 steps of wheelchair provision as outlined by the World Health Organization.Wheelchair skills are not a core part of most clinical curriculums and many clinicians cite a lack of resources and uncertainty on how to implement wheelchair skills training into practice as major barriers to providing such training.Remote learning offers the benefits of structured wheelchair skills training with expert feedback on an individual's own schedule that is not afforded by one-day "bootcamp"-type courses or on-the-job training, which are how many clinicians currently learn wheelchair skills.In a sample of physical and occupational therapists and students, remote learning was effective at increasing capacity and confidence to perform manual wheelchair skills as well as knowledge of wheelchair training.
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Affiliation(s)
- Lynn A Worobey
- Department of Physical Medicine and Rehabilitation, University of Pittsburgh, Pittsburgh, PA, USA
- Department of Bioengineering, University of Pittsburgh, Pittsburgh, PA, USA
- Department of Physical Therapy, University of Pittsburgh, Pittsburgh, PA, USA
- Human Engineering Research Laboratories, Veterans Affairs Pittsburgh Healthcare system, Pittsburgh, PA, USA
| | - R Lee Kirby
- Division of Physical Medicine and Rehabilitation, Dalhousie University, Halifax, Canada
| | - Rachel E Cowan
- Department of Physical Medicine & Rehabilitation, University of Alabama, Birmingham, AB, USA
| | - Trevor A Dyson-Hudson
- Kessler Foundation, West Orange, NJ, USA
- Department of Physical Medicine and Rehabilitation, Rutgers New Jersey Medical School, Newark, NJ, USA
| | - Mary Shea
- Kessler Institute for Rehabilitation, West Orange, NJ, USA
| | - Allen W Heinemann
- Feinberg School of Medicine, Northwestern University, Chicago, IL, USA
- Shirley Ryan Ability Lab, Chicago, IL, USA
| | | | - Rachel Hibbs
- Department of Physical Medicine and Rehabilitation, University of Pittsburgh, Pittsburgh, PA, USA
| | - Michael L Boninger
- Department of Physical Medicine and Rehabilitation, University of Pittsburgh, Pittsburgh, PA, USA
- Department of Bioengineering, University of Pittsburgh, Pittsburgh, PA, USA
- Human Engineering Research Laboratories, Veterans Affairs Pittsburgh Healthcare system, Pittsburgh, PA, USA
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48
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Rees CE, Nguyen VNB, Foo J, Edouard V, Maloney S, Palermo C. Balancing the effectiveness and cost of online education: A preliminary realist economic evaluation. MEDICAL TEACHER 2022; 44:977-985. [PMID: 35382670 DOI: 10.1080/0142159x.2022.2051463] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE While online learning for faculty development has grown substantially over recent decades, it has been further accelerated in the face of the worldwide pandemic. The effectiveness of online learning has been repeatedly established through systematic reviews and meta-analyses, yet questions remain about its cost-effectiveness. This study evaluates how synchronous online supervision training workshops and their cost-effectiveness might work, and in what contexts. METHODS We conducted preliminary realist economic evaluation including qualitative (13 realist interviews), and quantitative approaches (cost Ingredients method). We developed a cost-optimised model based on identified costs and cost-sensitive mechanisms. RESULTS We identified 14 recurring patterns (so-called demi-regularities) illustrating multiple online workshop outcomes (e.g. satisfaction, engagement, knowledge), generated by various mechanisms (e.g. online technology, mixed pedagogies involving didactic and active/experiential learning, peer learning), and triggered by two contexts (supervisor experience levels, and workplace location). Each workshop cost $302.92 per learner, but the optimised model including senior facilitators cost $305.70. CONCLUSIONS Our initial realist program theories were largely supported and refined. Although findings were largely concordant with previous literature, we illustrate how online workshop costs compare favourably with face-to-face alternatives. We encourage program developers to consider synchronous online learning for faculty development especially for remote learners, and in resource-constrained environments.
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Affiliation(s)
- Charlotte E Rees
- School of Health Sciences, College of Health, Medicine and Wellbeing, The University of Newcastle, Callaghan, Australia
- Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Australia
| | - Van N B Nguyen
- Monash Nursing & Midwifery, Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Australia
| | - Jonathan Foo
- Department of Physiotherapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing & Health Sciences, Monash University, Frankston, Australia
| | - Vicki Edouard
- Department of Mechanical and Aerospace Engineering, Faculty of Engineering, Monash University, Clayton, Australia
| | - Stephen Maloney
- Department of Physiotherapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing & Health Sciences, Monash University, Frankston, Australia
| | - Claire Palermo
- Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Australia
- Department of Nutrition, Dietetics and Food, School of Clinical Sciences at Monash Health, Monash University, Clayton, Australia
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Clair V, Musau A, Mutiso V, Tele A, Atkinson K, Rossa-Roccor V, Bosire E, Ndetei D, Frank E. Blended-eLearning Improves Alcohol Use Care in Kenya: Pragmatic Randomized Control Trial Results and Parallel Qualitative Study Implications. Int J Ment Health Addict 2022; 20:3410-3437. [PMID: 35975214 PMCID: PMC9373889 DOI: 10.1007/s11469-022-00841-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/04/2022] [Indexed: 12/16/2022] Open
Abstract
Alcohol use is the 5th most important risk factor contributing to the global burden of diseases, with stigma and a lack of trained health workers as the main barriers to adequate care. This study assesses the impact of providing blended-eLearning courses teaching the alcohol, smoking, and substance involvement screening test (ASSIST) screening and its linked brief intervention (BI). In public and private facilities, two randomized control trials (RCTs) showed large and similar decreases in alcohol use in those receiving the BI compared to those receiving only the ASSIST feedback. Qualitative findings confirm a meaningful reduction in alcohol consumption; decrease in stigma and significant practice change, suggesting lay health workers and clinicians can learn effective interventions through blended-eLearning; and significantly improve alcohol use care in a low- and middle-income country (LMIC) context. In addition, our study provides insight into why lay health workers feedback led to a similar decrease in alcohol consumption compared to those who also received a BI by clinicians. Supplementary Information The online version contains supplementary material available at 10.1007/s11469-022-00841-x.
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Affiliation(s)
- Veronic Clair
- School of Population and Public Health, University of British Columbia, Vancouver, Canada
- Africa Mental Health Research and Training Foundation, Nairobi, Kenya
| | - Abednego Musau
- Africa Mental Health Research and Training Foundation, Nairobi, Kenya
| | - Victoria Mutiso
- Africa Mental Health Research and Training Foundation, Nairobi, Kenya
| | - Albert Tele
- Africa Mental Health Research and Training Foundation, Nairobi, Kenya
| | - Katlin Atkinson
- School of Population and Public Health, University of British Columbia, Vancouver, Canada
| | - Verena Rossa-Roccor
- School of Population and Public Health, University of British Columbia, Vancouver, Canada
| | - Edna Bosire
- Africa Mental Health Research and Training Foundation, Nairobi, Kenya
| | - David Ndetei
- Africa Mental Health Research and Training Foundation, Nairobi, Kenya
- Department of Psychiatry, University of Nairobi, Nairobi, Kenya
| | - Erica Frank
- School of Population and Public Health, University of British Columbia, Vancouver, Canada
- Annenberg Physician Training Program in Addiction Medicine, Vancouver, Canada
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Bahanan L, Alsharif M, Samman M. Dental Students' Perception of Integrating E-learning During COVID-19: A Cross-Sectional Study in a Saudi University. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:839-847. [PMID: 35971542 PMCID: PMC9375577 DOI: 10.2147/amep.s376069] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/25/2022] [Accepted: 08/04/2022] [Indexed: 06/15/2023]
Abstract
PURPOSE The aim of this study was to assess dental students' perceptions and overall experiences regarding e-learning at King Abdulaziz University, Jeddah, Saudi Arabia, during the COVID-19 pandemic. METHODS This cross-sectional study was carried out from November 2020 through March 2021. A pre-structured, self-administered questionnaire was emailed to undergraduate dental students (second year through sixth year and dental interns). The final sample included 296 undergraduate dental students and interns. Univariate analysis was done to report the sample characteristics. Chi-square and Fisher exact with Monte Carlo were conducted to evaluate the preference of students regarding e-learning across characteristics of the study sample. RESULTS The majority of students preferred to integrate e-learning into traditional classroom lectures, although 51.7% did not favor it for clinical subjects. More than half of the sample believed that e-learning allowed excellent interactivity with the instructors. A higher percentage of second-year students preferred traditional learning (71%) than students in other years who preferred a combination of both traditional and online learning (P-value < 0.001). The mode of learning is not associated with marital status, though 36.4% of married students prefer e-learning (P-value = 0.4). Most dental students considered e-learning a positive experience. CONCLUSION There were significant differences in the mode of learning preference between the preclinical and clinical years. Continuous monitoring of learners' needs, challenges, and outcomes is crucial to effectively evaluate e-learning in dental education.
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Affiliation(s)
- Lina Bahanan
- Department of Dental Public Health at King Abdulaziz University, Faculty of Dentistry, Jeddah, Saudi Arabia
| | - Maha Alsharif
- Department of Oral Diagnostic Sciences at King Abdulaziz University, Faculty of Dentistry, Jeddah, Saudi Arabia
| | - Meyassara Samman
- Department of Dental Public Health at King Abdulaziz University, Faculty of Dentistry, Jeddah, Saudi Arabia
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