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Guyer C, Stewart B, Khalifa Z, Pham L, Saad AH. Implementation and evaluation of an interprofessional prescription writing workshop with a simulated electronic prescribing activity for preclerkship medical students. BMC MEDICAL EDUCATION 2024; 24:394. [PMID: 38600534 PMCID: PMC11005250 DOI: 10.1186/s12909-024-05326-0] [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: 07/03/2023] [Accepted: 03/18/2024] [Indexed: 04/12/2024]
Abstract
BACKGROUND Prescription writing skills are essential for physician practice. This study describes the development and implementation of a curricular intervention focused on improving the knowledge and confidence of preclerkship medical students' prescription writing practices utilizing an interprofessional education model, with a focus on electronic prescribing. METHODS Medicine and Pharmacy Faculty from a large, urban university collaborated to develop the content of the workshop and a simulation platform was used for the e-prescribing activity. Second-year medical students attended a mandatory in-person workshop facilitated by fourth-year pharmacy students. A pre and post knowledge test and confidence survey were used to assess students' knowledge, confidence, and satisfaction. Outcomes from the knowledge test were evaluated with paired-samples proportions tests, and confidence survey data was evaluated with paired t-tests and Wilcoxon signed-rank tests in a pre-post study design. RESULTS Students demonstrated a significant increase in prescription writing knowledge and confidence after completing the workshop. On the pre-test, 7% of students (21/284) completed the electronic prescribing assessment correctly and 51% of students (149/295) completed it correctly on the post-test. All items on the confidence survey showed a significant increase in pre- versus post-survey comparisons (p < 0.001). CONCLUSIONS This interprofessional prescription writing workshop facilitated by pharmacy students shows promise for improving the knowledge and confidence of prescription writing and electronic prescribing practices in preclerkship medical students.
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Affiliation(s)
- Christopher Guyer
- Clinical Skills Center, School of Medicine, Wayne State University, 320 E Canfield St, Suite 206, Detroit, MI, 48201, USA
| | - Brittany Stewart
- Department of Pharmacy Practice, Eugene Applebaum College of Pharmacy and Health Sciences, Wayne State University, 259 Mack Ave, Suite 2190, Detroit, MI, 48201, USA.
| | - Ziad Khalifa
- Clinical Skills Center, School of Medicine, Wayne State University, 320 E Canfield St, Suite 206, Detroit, MI, 48201, USA
| | - Linh Pham
- Department of Pharmacy Practice, Eugene Applebaum College of Pharmacy and Health Sciences, Wayne State University, 259 Mack Ave, Suite 2190, Detroit, MI, 48201, USA
| | - Aline H Saad
- Department of Pharmacy Practice, Eugene Applebaum College of Pharmacy and Health Sciences, Wayne State University, 259 Mack Ave, Suite 2190, Detroit, MI, 48201, USA
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Driessen J, Hearn R. Development of hidden curriculum skills in a COVID-19 vaccination centre. CLINICAL TEACHER 2024; 21:e13642. [PMID: 37632296 DOI: 10.1111/tct.13642] [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: 02/22/2023] [Accepted: 08/07/2023] [Indexed: 08/27/2023]
Abstract
BACKGROUND During the COVID-19 pandemic, many medical students were deployed as vaccinators. This study set out to capture the lived experience of students at a London-based mass vaccination site, understand what they learned, how this learning compared to their experience of usual medical education and how any identified benefits might be leveraged in a post-pandemic context. METHODS Student vaccinators (n = 8) were recruited from the vaccine clinic workforce and invited to complete semi-structured interviews about their experiences. Thematic analysis was conducted on interview transcripts to identify significant concepts, which were interpreted in the context of available literature. FINDINGS Participants' experiences aligned broadly with the undergraduate curriculum. However, many also identified hidden curriculum areas developed through their work as vaccinators, including professionalism, self-regulating learning and ethical decision-making. DISCUSSION The need for adequate support, whilst promoting autonomy, was highlighted as vital in supporting professional identity formation within a community of practice, benchmarking clinical knowledge and performance, and in support of student wellbeing, in the face of challenging real-world clinical encounters. CONCLUSION Increased entrustment of clinical activity could be implemented in primary and secondary care settings to reproduce the benefits experienced by student vaccinators in front-line roles during the COVID-19 pandemic. Further work might consider how to maximise these benefits and increase inclusion and participation.
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Affiliation(s)
- Johannes Driessen
- King's Undergraduate Medical Education in the Community (KUMEC), Department of Primary Care and Public Health Sciences, London, UK
| | - Russell Hearn
- King's Undergraduate Medical Education in the Community (KUMEC), Department of Primary Care and Public Health Sciences, London, UK
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Karia CT, Anderson E, Burgess A, Carr S. Peer teacher training develops "lifelong skills". MEDICAL TEACHER 2024; 46:373-379. [PMID: 37783200 DOI: 10.1080/0142159x.2023.2256463] [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: 10/04/2023]
Abstract
INTRODUCTION Peer teaching is a valuable approach whereby students engage in reciprocal teaching and learning. However, there is limited literature on preparing students for this role, known as Peer Teacher Training (PTT), and exploring its long-term impact. This study investigates the impact of a previously implemented PTT programme on participants' application to clinical practice and their preparation for a future educator role. METHODS A convergent mixed methods approach was used involving questionnaires and semi-structured interviews after a mean time interval of seventeen months post-course. All participants who had previously undertaken the programme (n = 20), were invited to join. RESULTS Fifteen respondents completed the questionnaire, with twelve participating in one-to-one interviews. Participants demonstrated sustained improvements in perceived understanding and application of educational principles with greater confidence to teach upon entering the workforce. Interviews highlighted enhanced preparation for future educator roles, reflective teaching practices, influence over career choices and a wider benefit of the PTT to patients, peers, and students. DISCUSSION This study demonstrates the long-term benefits of a PTT through sustained improvements in participants' confidence and perceived competence in teaching skills. Future work should focus on integrating PTT into the medical curricula and expansion to include other healthcare professional students.
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Affiliation(s)
| | - Elizabeth Anderson
- Interprofessional Education and Patient Safety, Leicester Medical School, Leicester, UK
| | - Annette Burgess
- Faculty of Medicine and Health, Sydney Medical School, The University of Sydney, Australia
| | - Sue Carr
- Medical Education and current Deputy Medical, General Medical Council (GMC), Leicester, UK
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Bilella A, Eppler E, Link K, Filgueira L. Body painting, ultrasound, clinical examination, and peer-teaching: A student-centered approach to enhance musculoskeletal anatomy learning. ANATOMICAL SCIENCES EDUCATION 2024; 17:157-172. [PMID: 37670412 DOI: 10.1002/ase.2334] [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: 08/09/2022] [Revised: 07/12/2023] [Accepted: 08/18/2023] [Indexed: 09/07/2023]
Abstract
The presented course, established 2016 as a compulsory elective for 22nd-year bachelor medical students, aimed to enhance deep learning of upper and lower limb anatomy from a clinical perspective by a maximum of student-centered activities combining hands-on skills training with team-learning. Three cohorts (in total 60 students) participated in this study. Students rotated through body painting, ultrasound, and clinical investigation supervised by faculty or an experienced clinician. Teams of 3-4 students prepared presentations on clinical anatomy and pathological conditions, which by teacher- and peer assessments on average achieved >85% (mean 17.8/20 points ± 1.06). After each activity session, the students reported their learning experience through a reflective diary. Fifty students (83%) evaluated the course by a voluntary anonymous questionnaire combining Likert-type scale and free-text questions to assess, predominantly, perception of course activities and their perceived influence on learning anatomy. Journal reports and questionnaires revealed that the students highly valued the course, and 92% (29 females, 17 males) rated group work satisfying or well-perceived. The highest appreciation achieved ultrasound followed by clinical examination and body painting, which one third proposed to integrate into the regular dissection course. All students recommended the course to their younger peers. This course was feasible to integrate in the pre-existing curriculum. Limiting factors to offer this elective course to more students are availability of clinical teachers, technical equipment, and education rooms. Being student-directed tasks, body painting and reflective diary-writing would be feasible to implement without additional faculty, which we recommend to educators for student engagement activation.
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Affiliation(s)
- Alessandro Bilella
- Anatomy, University of Fribourg, Fribourg, Switzerland
- Institute of Anatomy, University of Bern, Bern, Switzerland
| | | | - Karl Link
- Anatomy, University of Fribourg, Fribourg, Switzerland
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Phillips E, de Cock C, Hanger B, Kolanko C. The Design and Evolution of an Adaptable CME Programme to Suit the Changing Educational Needs of the Clinical Community. JOURNAL OF CME 2023; 12:2195332. [PMID: 37025357 PMCID: PMC10071951 DOI: 10.1080/28338073.2023.2195332] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/05/2023]
Abstract
Continuing medical education (CME) plays a critical role in healthcare, helping to ensure patients receive the best possible care and optimal disease management. Considering the obstacles to engaging in CME activities faced by the clinical community, as well as employing learning theory, Liberum IME developed Classroom to Clinic™ - a bespoke, accredited learning format that can be tailored to individuals' educational needs and time constraints. Through monitoring use, and incorporating qualitative and quantitative feedback, we continuously evaluate the usability, value and accessibility of this programme and adapt subsequent iterations accordingly. An example of this is the way we adapted our engagement of facilitators. Originally this was accomplished by targeting individuals for train-the-trainer events, but it was clear this was more effective in some countries than in others. To address this variability, we piloted launching a new module at a relevant large international congress. This aimed to instigate a cascade in education sharing, from congress attendees to peers at their clinics and across departments and hospitals. So far, the programme has reported encouraging improvements in uptake, as well as knowledge, competence and clinical practice, while qualitative feedback has allowed for the identification of further educational needs and continued evolution of the programme.
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Jones CA, Li JCH, Hall M, Bertholet R, Turk T, Sadowski CA. Interprofessional peer-assisted learning for pharmacy and physical therapy students using inhalers and inhalation devices. BMC MEDICAL EDUCATION 2023; 23:301. [PMID: 37131186 PMCID: PMC10152630 DOI: 10.1186/s12909-023-04297-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/20/2022] [Accepted: 04/23/2023] [Indexed: 05/04/2023]
Abstract
BACKGROUND Peer-assisted learning (PAL) is exchanging knowledge between learners often from similar professional levels. Limited evidence exists on the effectiveness of PAL between different healthcare professions. The purpose of this study is to evaluate the knowledge, confidence, and perception of students engaged in an interprofessional PAL activity with pharmacy students instructing physical therapy students on the proper technique, cleaning/storage and therapeutic knowledge on inhaler devices for treatment of pulmonary conditions. METHODS Pharmacy and physical therapy students completed a survey before and immediately after the PAL activity. As instructors, pharmacy students rated their experience with inhalers, their confidence if they were to assist clients on the use of inhaler devices and confidence in teaching peers. Physical therapy students completed surveys on inhaler knowledge with 10 scenario-based multiple-choice questions, and their confidence if they were to assist clients with inhaler devices. The knowledge questions were grouped into three categories: storage and cleaning of inhalers (3 questions), technique of using inhalers (4 questions), and therapeutic knowledge of drugs given by inhalation (3 questions). RESULTS 102 physical therapy and 84 pharmacy students completed the activity and surveys. For the physical therapy students, the mean improvement of the total score for knowledge-based questions was 3.6 ± 1.8 (p < 0.001). The question with the fewest number of correct answers (13%) before the PAL activity had the highest number of correct answers post-activity (95%). Prior to the activity, no physical therapy students felt certain/very certain about their knowledge on inhalers, yet after PAL activity this proportion increased to 35%. The percent of pharmacy students reporting their confidence as "certain" and "very certain" in teaching peers increased from 46% before the activity to 90% afterwards. Pharmacy students rated the monitoring and follow-up of inhaler devices as the lowest expectation for physical therapists to play a role. Steps taken to prepare for this PAL activity were also discussed. CONCLUSIONS Interprofessional PAL can increase knowledge and confidence of healthcare students reciprocally learning and teaching in joint activities. Allowing such interactions facilitate students to build interprofessional relationships during their training, which can increase communication and collaboration to foster an appreciation for each other's roles in clinical practice.
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Affiliation(s)
- C Allyson Jones
- Department of Physical Therapy, Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, AB, Canada
| | - Johnson Ching-Hong Li
- Department of Psychology, Faculty of Arts, University of Manitoba, Winnipeg, MB, Canada
| | - Mark Hall
- Department of Physical Therapy, Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, AB, Canada
| | - Renette Bertholet
- Faculty of Pharmacy & Pharmaceutical Sciences, University of Alberta, Edmonton, AB, Canada
| | - Tarek Turk
- Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Canada
| | - Cheryl A Sadowski
- Faculty of Pharmacy & Pharmaceutical Sciences, University of Alberta, Edmonton, AB, Canada.
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Observational Study Exploring the Efficacy and Effectiveness of a New Model of Peer-Assisted Simulation-Based Learning Clinical Placement. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19084505. [PMID: 35457371 PMCID: PMC9032602 DOI: 10.3390/ijerph19084505] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/23/2022] [Revised: 03/19/2022] [Accepted: 04/07/2022] [Indexed: 12/03/2022]
Abstract
(1) Background: Immersive simulation-based learning is relevant and effective in health care professional pre-licensure training. Peer-assisted learning has reciprocal benefit for the learner and the teacher. A fully simulated model of fieldwork placement has been utilised at Curtin University since 2014, historically employing full-time faculty supervisors. Due to the COVID-19 pandemic in 2020, traditional clinical placement availability diminished. (2) Methods: This mixed-methods prospective observational study aimed to translate the existing faculty-led placement for penultimate-year physiotherapy students to a peer-taught model, thereby creating new teaching placements for final-year students. Final- and penultimate-year physiotherapy students undertook the fully simulated fieldwork placement either as peer learners or peer teachers. The placement was then evaluated using four outcome measures: The ‘measure of quality of giving feedback scale’ (MQF) was used to assess peer learner satisfaction with peer-teacher supervision; plus/delta reflections were provided by peer teachers and faculty supervisors; student pass/fail rates for the penultimate-year physiotherapy students. (3) Results: For 10 weeks during November and December 2020, 195 students and 19 faculty participated in the placement. Mean MQF scores ranged from 6.4 (SD 0.86) to 6.8 (SD) out of 7; qualitative data reflected positive and negative aspects of the experience. There was a 4% fail rate for penultimate-year students for the placement. Results suggested that peer learners perceived peer-led feedback was of a high quality; there were both positives and challenges experienced using the model. (4) Conclusions: Physiotherapy students effectively adopted a peer-taught fully simulated fieldwork placement model with minimal faculty supervision, and comparable clinical competency outcomes.
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Zwedberg S, Barimani M. When student midwives are present during labour and childbirth in a peer-learning model: An interview study of parents in Sweden. Midwifery 2021; 104:103173. [PMID: 34736017 DOI: 10.1016/j.midw.2021.103173] [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: 05/10/2021] [Revised: 10/17/2021] [Accepted: 10/18/2021] [Indexed: 11/27/2022]
Abstract
OBJECTIVE For peer learning to be useful in clinical practice, we need to know how parents experience peer learning during labour and childbirth. This study explored how parents experienced having two students present during labour and childbirth in a peer-learning model. DESIGN A qualitative approach using individual interviews followed by thematic inductive analysis. SETTING Three hospitals and obstetric units in Stockholm, Sweden. PARTICIPANTS Eleven women and nine partners. FINDINGS The overarching theme was that of a fruitful model of health care, in which there were gains for both parents and students. Parents described feeling seen and cared for, being made aware of what was going on, and never being left alone (subtheme 1, Trustful relationship). Parents appreciated being able to observe student midwives' attendance to the tasks at hand and that they, the two students, learned from each other (subtheme 2, Advantages for students). CONCLUSIONS The parent couple was able to build a trustful relationship with both students. Furthermore, could parents only see advantages for students in a peer-learning model. Parents reported generous support and were willing to contribute to student education. Parents took advantage of the learning taking place between the two students. The model deserves to be incorporated in the midwifery-student internships to complement more individually assisted births.
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Affiliation(s)
- Sofia Zwedberg
- Sophiahemmet University, Department for health promotion science, Lindtstedtsvägen 8, 114 86 Stockholm, Sweden; Karolinska University hospital, Solna. Children´s & Women´s Health Theme, PA Pregnancy Care and Delivery, Karolinska Universitetsjukhuset Solna, Karolinska vägen 171 76 Solna, Sweden.
| | - Mia Barimani
- Academic Primary Care Centre, Region Stockholm, Solnavägen 1 E, 113 65 Stockholm, Sweden; Division of Family Medicine and Primary Care, Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Sweden.
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Nisar S, Mahboob U, Khan RA, Rehman D. Challenges of peer assisted learning in online clinical skills training of ophthalmology module. BMC MEDICAL EDUCATION 2021; 21:530. [PMID: 34645440 PMCID: PMC8512649 DOI: 10.1186/s12909-021-02959-3] [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: 09/29/2020] [Accepted: 09/30/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Online communication has taken over in the last 2 years due to the frequent lockdowns because of the COVID-19 pandemic. Overburdened physicians in this pandemic are struggling to get enough time to teach clinical skills online to the students. Also, due to student's safety issues, the students cannot fully attend the clinics. Therefore, in this scenario, online PAL (Peer Assisted Learning) sessions for clinical skill teaching and learning can be an effective alternative for undergraduate medical students. The academic limitations caused by the COVID-19 related lockdown however can have a pleasurable outcome if certain challenges, related to online PAL, are overcome. Therefore, the present study aims to identify the challenges of Peer Assisted Learning (PAL) sessions during online clinical skills training in the Ophthalmology module of undergraduate medical students. METHODS This qualitative exploratory study, utilizing online focus group discussions to explore the challenges of online PAL in training and learning of clinical skills were carried at the Ophthalmology department of Batterjee Medical College, Jeddah; Saudi Arabia. A purposive convenient sampling technique was used to collect data. Data were transcribed and analyzed using thematic analysis. RESULTS The study identified six themes that were further divided into smaller subthemes. The subthemes derived from the collected data were organized under the following major themes; infrastructure, learning environment, psychological problems, interaction deficit, learning desires, and desire for feedback on performance. The major challenge reported by the medical student during online PAL sessions was infrastructure in terms of network connection, scheduling, and timing of the session. The unprofessional learning environment, psychological problems in terms of behavioral issues and personality changes, interaction deficit with peers, tutor, and patient, learning desires, and desire for feedback on performance were the other important challenges faced by the students. CONCLUSION The challenges explored by our study can be used by the medical educators to incorporate online PAL as an effective, efficient, and alternative teaching and learning modality in the curriculum especially in compromised circumstances like the current COVID-19 pandemic.
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Affiliation(s)
- Sumera Nisar
- Batterjee Medical college, Jeddah, Saudi Arabia.
- University of Lahore, Lahore, Pakistan.
| | - Usman Mahboob
- Institute of Health Professions Education & Research, Khyber Medical University, Peshawar, Pakistan
- Centre for Medical Education, University of Dundee, Dundee, UK
| | - Rehan Ahmed Khan
- Islamic International Medical College, Riphah International University, Islamabad, Pakistan
| | - Durraiz Rehman
- King AbdulAziz University, King AbdulAziz Medical College, Jeddah, Saudi Arabia
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Dennis D, Furness A, Booth H, Burton A, Jayaprakash R, McKinlay M, Paul S, Thompson S. Can physiotherapy students develop and portray simulated patients authentically to their peers during an activity aimed at improving communication skills? A mixed methods study. Collegian 2021. [DOI: 10.1016/j.colegn.2021.02.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Hudson MF. General orders for the embedded researcher: Moorings for a developing profession. Learn Health Syst 2021; 5:e10254. [PMID: 34667876 PMCID: PMC8512733 DOI: 10.1002/lrh2.10254] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2020] [Revised: 11/23/2020] [Accepted: 11/28/2020] [Indexed: 11/18/2022] Open
Abstract
Learning health systems increasingly welcome embedded researchers as stakeholders poised to inform evidence-based practice. While care systems are potentially familiar with the embedded researcher tools and techniques, care systems may less frequently consider embedded research as a vocation. This insensitivity potentially reduces embedded researchers merely to instruments, as opposed to professional partners in transdisciplinary research. This discussion outlines "general orders" for embedded researchers. The general orders outline embedded researchers' fundamental identity and guide conduct as a means to encourage a shared identity among embedded researchers and clarify embedded researchers' roles in learning health system teams. Students and embedded researchers newly engaging learning health systems may particularly benefit from this rudimentary order list.
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Dyar A, Stenfors T, Lachmann H, Kiessling A. What about the supervisor? Clinical supervisors' role in student nurses' peer learning: A phenomenographic study. MEDICAL EDUCATION 2021; 55:713-723. [PMID: 33325543 PMCID: PMC8246972 DOI: 10.1111/medu.14436] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/12/2020] [Revised: 12/09/2020] [Accepted: 12/11/2020] [Indexed: 05/24/2023]
Abstract
INTRODUCTION Peer learning is increasingly used for healthcare students in the clinical setting. However, as peer learning between students involves students taking a teaching role, it is unclear what the supervisor's role then becomes. It is vital to determine the role of the supervisor in student peer learning to ensure high quality learning and patient safety. METHODS Semi-structured interviews were performed with 15 student nurse supervisors (nurses and assistant nurses) from two hospital wards that practice peer learning to investigate the different ways clinical supervisors view their role in students' peer learning. Transcribed data were coded and analysed using a phenomenographic approach. RESULTS Four hierarchical levels of the supervisor's understanding of their role in students' peer learning were identified: the teacher; the facilitator; the stimulator; and the team player. These categories represent an increasingly inclusive view of which people present on the ward play a role in enabling effective peer learning. CONCLUSIONS The various understandings of supervisor roles have implications for how supervision of peer learning could be implemented in the future.
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Affiliation(s)
- Anna Dyar
- Department of Clinical Sciences Danderyd HospitalKarolinska InstitutetStockholmSweden
| | - Terese Stenfors
- Department of Learning, Informatics and EthicsKarolinska InstitutetStockholmSweden
| | - Hanna Lachmann
- Department of Learning, Informatics and EthicsKarolinska InstitutetStockholmSweden
- The Swedish Red Cross University CollegeStockholmSweden
| | - Anna Kiessling
- Department of Clinical Sciences Danderyd HospitalKarolinska InstitutetStockholmSweden
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Putri ST, Sumartini S. Integrating Peer Learning Activities and Problem-Based Learning in Clinical Nursing Education. SAGE Open Nurs 2021; 7:23779608211000262. [PMID: 33912670 PMCID: PMC8047828 DOI: 10.1177/23779608211000262] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2020] [Accepted: 02/12/2021] [Indexed: 11/16/2022] Open
Abstract
INTRODUCTION The implementation of nursing clinical learning in Indonesia has several challenges that require innovation in the learning method strategy. The method that has been used so far focuses on the hierarchical relationship between lecturers/preceptors and students, so that there are many shortcomings in learning outcomes. The application of the method of active learning with Peer Learning (PL) and Problem Based Learning (PBL) techniques has proven effective in classroom learning, but its rarely found in clinical learning. OBJECTIVE The purpose of this study was to determine the effectiveness of the PL and PBL towards the achievement of clinical learning in nursing students. METHODS The research method used a true experiment with a posttest only control group design, the sampling technique was taken by randomize control trial. An instrument for clinical learning achievement using AssCE. RESULTS The analysis was carried out as descriptive and bivariate. The results showed the mean in the experimental group was 7.059 and the control group was 6.325. Further statistical test results were obtained p-value = 0.001 (p < 0.05) which showed that the average score there were differences in clinical learning achievement development scores. CONCLUSION Clinical learning using peer learning and PBL methods can directly improve various aspects of student competency achievement.
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Affiliation(s)
- Suci Tuty Putri
- Program Study of Nursing, Universitas Pendidikan Indonesia, Bandung, Indonesia
| | - Sri Sumartini
- Program Study of Nursing, Universitas Pendidikan Indonesia, Bandung, Indonesia
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Tay YX, Chow HC, Ooi CC. Impact on clinical learning during coronavirus disease 2019 pandemic: from disruption to recovery and the new norms. KOREAN JOURNAL OF MEDICAL EDUCATION 2020; 32:297-305. [PMID: 33296573 PMCID: PMC7733734 DOI: 10.3946/kjme.2020.176] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/25/2020] [Revised: 09/13/2020] [Accepted: 10/15/2020] [Indexed: 06/12/2023]
Affiliation(s)
- Yi Xiang Tay
- Division of Radiological Sciences, Radiography Department, Singapore General Hospital, Singapore
| | - Hwei Chuin Chow
- Division of Radiological Sciences, Radiography Department, Singapore General Hospital, Singapore
| | - Chin Chin Ooi
- Division of Radiological Sciences, Radiography Department, Singapore General Hospital, Singapore
- Health and Social Sciences, Singapore Institute of Technology, Singapore
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Al-Sayegh N, Al-Enezi K, Nadar M, Dean E. Health Status, Behaviors, and Beliefs of Health Sciences Students and Staff at Kuwait University: Toward Maximizing the Health of Future Health Professionals and Their Patients. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17238776. [PMID: 33255967 PMCID: PMC7730932 DOI: 10.3390/ijerph17238776] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/03/2020] [Revised: 11/23/2020] [Accepted: 11/24/2020] [Indexed: 12/25/2022]
Abstract
Health professionals who engage in healthy lifestyle behaviors are more likely to promote their patients’ health. We evaluated health status, behaviors, and beliefs of students (future health professionals) and staff in four health sciences faculties, Kuwait University. In total, 600 students and 231 staff participated in this descriptive cross-sectional study. Questionnaire surveys were used to evaluate lifestyle-related practices and participants’ beliefs about these practices, in addition to health-related objective measures, e.g., heart rate, blood pressure, and body mass index. Overweight/obesity was prevalent among the participants (staff, 68.7%, students, 48.1%; p < 0.001); 57% of staff had suboptimal resting blood pressures. About half of the participants reported being moderately physically active (staff, 44.8%, students, 52.6%; p < 0.05), and most reported moderate/high stress (staff, 88.8%, students, 90.9%; p > 0.05). Only 25.1% of staff and 27.9% of students reported at least 8 h sleep nightly (p > 0.05). Staff reported healthier dietary practices than students (p-value range < 0.001–0.02). Overall, the participants had sub-optimal health indices. A marked gap existed between participants’ beliefs about healthy lifestyle practices and their actual health status. Healthy lifestyle programs are needed on campus with respect to diet, exercise, and stress management. As emerging health professionals, students in health sciences faculties, Kuwait University, need exposure to a health-promoting environment including healthy staff as role models.
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Affiliation(s)
- Nowall Al-Sayegh
- Department of Physical Therapy, Faculty of Allied Health Sciences, Kuwait University, Safat 12037, Kuwait
- Correspondence: ; Tel.: +965-2463-3510
| | - Khazna Al-Enezi
- Department of Medicine, Faculty of Medicine, Kuwait University, Safat 12037, Kuwait;
| | - Mohammed Nadar
- Department of Occupational Therapy, Faculty of Allied Health Sciences, Kuwait University, Safat 12037, Kuwait;
| | - Elizabeth Dean
- Department of Physical Therapy, Faculty of Medicine, University of British Columbia, 212 Friedman Building, 2177 Wesbrook Mall, Vancouver, BC V6T 1Z3, Canada;
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Tanzi S, De Panfilis L, Costantini M, Artioli G, Alquati S, Di Leo S. Development and preliminary evaluation of a communication skills training programme for hospital physicians by a specialized palliative care service: the 'Teach to Talk' programme. BMC MEDICAL EDUCATION 2020; 20:363. [PMID: 33059642 PMCID: PMC7560022 DOI: 10.1186/s12909-020-02275-2] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/31/2020] [Accepted: 10/01/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND There is widespread agreement about the importance of communication skills training (CST) for healthcare professionals caring for cancer patients. Communication can be effectively learned and improved through specific CST. Existing CSTs have some limitations with regard to transferring the learning to the workplace. The aim of the study is developing, piloting, and preliminarily assessing a CST programme for hospital physicians caring for advanced cancer patients to improve communication competences. METHODS This is a Phase 0-I study that follows the Medical Research Council framework; this paper describes the following sections: a literature review on CST, the development of the Teach to Talk training programme (TtT), the development of a procedure for assessing the quality of the implementation process and assessing the feasibility of the implementation process, and the pilot programme. The study was performed at a 900-bed public hospital. The programme was implemented by the Specialized Palliative Care Service. The programme was proposed to 19 physicians from 2 departments. RESULTS The different components of the training course were identified, and a set of quality indicators was developed. The TtT programme was implemented; all the physicians attended the lesson, videos, and role-playing sessions. Only 25% of the physicians participated in the bedside training. It was more challenging to involve Haematology physicians in the programme. CONCLUSIONS The programme was completed as established for one of the two departments in which it was piloted. Thus, in spite of the good feedback from the trainees, a re-piloting of a different training program will be developed, considering in particular the bed side component. The program should be tailored on specific communication attitude and believes, probably different between different specialties.
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Affiliation(s)
- S Tanzi
- Palliative Care Unit, Azienda USL- IRCCS Reggio Emilia, Reggio Emilia, Italy.
- Clinical and Experimental Medicine PhD Programme, University of Modena and Reggio Emilia, Modena, Italy.
| | - L De Panfilis
- Unit of Bioethics, Azienda USL- IRCCS Reggio Emilia, Reggio Emilia, Italy
| | - M Costantini
- Scientific Directorate, Azienda USL-IRCCS Reggio Emilia, Reggio Emilia, Italy
| | - G Artioli
- Palliative Care Unit, Azienda USL- IRCCS Reggio Emilia, Reggio Emilia, Italy
| | - S Alquati
- Palliative Care Unit, Azienda USL- IRCCS Reggio Emilia, Reggio Emilia, Italy
| | - S Di Leo
- Psycho-oncology Unit, Azienda USL-IRCCS Reggio Emilia, Reggio Emilia, Italy
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Sarwar S, Aleem A, Nadeem MA. Bed side teaching: Student's perception and its correlation with academic performance. Pak J Med Sci 2020; 36:1204-1209. [PMID: 32968381 PMCID: PMC7501011 DOI: 10.12669/pjms.36.6.2120] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Objective: To determine student’s perception of bedside clinical teaching and to correlate it with their performance in assessment. Methods: This cross-sectional study of correlational survey was conducted at Services Institute of Medical Sciences in September 2019, involving students of final professional year who filled a proforma to rate their bedside teaching experience during clinical rotations using rating scale. Mean scores of items were determined with score < 3 reflecting dis-satisfaction. Mean scores were compared between high and low performing students using student’s t test. Results: Total of 160 students participated. Physical environment domain was assigned lowest scores by students (mean 2.94±0.74) followed by teaching task by teachers (3.04±0.72), group dynamics (3.16±0.81) and patient comfort and attitude towards patient (3.87±0.60). Teaching task by teacher had maximum stems with scores < 3 needing significant improvement. Students with low academic performance were more unsatisfied with group dynamics of bedside teaching (p value 0.009), especially lack of equal opportunities of participation for every member (p value <0.000) in clinical rotations. Conclusion: Small size group with adequate space for bedside training and faculty training can enhance learning experience of students. Ensuring active participation of each group member during bedside learning can improve academic performance of students.
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Affiliation(s)
- Shahid Sarwar
- Dr. Shahid Sarwar, MBBS, FCPS (Med), FCPS (Gastroenterol) MCPS-HPE, FRCP (Edin). Associate Professor, Medical Unit III, Department of Medicine and Gastroenterology, Services Institute of Medical Sciences Lahore, Lahore - Pakistan
| | - Abdul Aleem
- Dr. Abdul Aleem, MBBS. Post Graduate Resident Gastroenterology, Medical Unit III, Department of Medicine and Gastroenterology, Services Institute of Medical Sciences Lahore, Lahore - Pakistan
| | - Muhammad Arif Nadeem
- Dr. Muhammad Arif Nadeem, MBBS, FCPS (Med). Professor of Medicine & Gastroenterology, Medical Unit III, Department of Medicine and Gastroenterology, Services Institute of Medical Sciences Lahore, Lahore - Pakistan
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Dennis D, Furness A, Brosky J, Owens J, Mackintosh S. Can student-peers teach using simulated-based learning as well as faculty: A non-equivalent posttest-only study. NURSE EDUCATION TODAY 2020; 91:104470. [PMID: 32454315 DOI: 10.1016/j.nedt.2020.104470] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/27/2019] [Revised: 03/19/2020] [Accepted: 05/05/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Peer-assisted learning has an important place in the delivery of health care education with benefits for both the learners and the peer teachers. Simulation-based learning (SBL) is evolving in healthcare professions training and academic programs as a modality that conveys realism and fidelity through immersion. OBJECTIVES The primary aim was to compare physiotherapy student's motivation to learn between a conventional faculty-led SBL activity and the same SBL activity delivered by trained final year physiotherapy peer tutors. METHODS Physiotherapy students from two Universities (n = 226) undertook a SBL learning activity (either faculty led or peer led) and completed the Instructional Materials Motivation Scale questionnaire to assess motivation to learn. RESULTS There was a high level of learner motivation in all learning groups, with significantly higher learner satisfaction (p < 0.001) and lower attention (p < 0.001) in student-led SBL than faculty-led SBL. CONCLUSIONS This study has highlighted the potential to incorporate peer-assisted and simulation-based learning together in the development of future educational activities in health care training.
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Affiliation(s)
- Diane Dennis
- Curtin University School of Physiotherapy and Exercise Science, Perth, Australia; Sir Charles Gairdner Hospital, Perth, Australia.
| | - Anne Furness
- Curtin University School of Physiotherapy and Exercise Science, Perth, Australia
| | - Joseph Brosky
- Bellarmine University, School of Movement and Rehabilitation Sciences, Louisville, KY, USA
| | - John Owens
- Curtin University School of Physiotherapy and Exercise Science, Perth, Australia
| | - Shylie Mackintosh
- University of South Australia, School of Health Sciences, Adelaide, Australia
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Students' perceptions of a near-peer Objective Structured Clinical Examination (OSCE) in medical imaging. Radiography (Lond) 2020; 26:42-48. [DOI: 10.1016/j.radi.2019.06.009] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2019] [Revised: 06/27/2019] [Accepted: 06/28/2019] [Indexed: 11/24/2022]
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Callese T, Strowd R, Navarro B, Rosenberg I, Waasdorp Hurtado C, Tai J, Riddle JM, Cianciolo AT. Conversation Starter: Advancing the Theory of Peer-Assisted Learning. TEACHING AND LEARNING IN MEDICINE 2019; 31:7-16. [PMID: 30663897 DOI: 10.1080/10401334.2018.1550855] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
This Conversation Starter article uses four selected abstracts, one each from the four regional Association of American Medical Colleges (AAMC) Group on Educational Affairs (CGEA) 2018 spring meetings, as a springboard for unpacking the definition of peer-assisted learning (PAL). The aim of this article is to prompt deeper reflection on this phenomenon and, in so doing, to foster scholarly program evaluation of this widely adopted instructional approach. This analysis calls for a more nuanced definition of PAL, one that emphasizes process over structure, one that stimulates examination of "doing" PAL and how this affects the personal and professional development of all involved.
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Affiliation(s)
- Tyler Callese
- a Wake Forest School of Medicine , Winston-Salem , North Carolina , USA
| | - Roy Strowd
- b Neurology and Oncology , Wake Forest School of Medicine , Winston-Salem , North Carolina , USA
| | | | - Ilene Rosenberg
- d Department of Medical Sciences , Frank H. Netter MD School of Medicine at Quinnipiac University , Hamden , Connecticut , USA
| | | | - Joanna Tai
- f Centre for Research in Assessment and Digital Learning , Deakin University , Geelong , Victoria , Australia
| | - Janet M Riddle
- g Department of Medical Education , University of Illinois at Chicago College of Medicine , Chicago , Illinois , USA
| | - Anna T Cianciolo
- h Department of Medical Education , Southern Illinois University School of Medicine , Springfield , Illinois , USA
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Babu MA, Liau LM, Meyer FB. Recognized focused practice: Does sub-specialty designation offer value to the neurosurgeon? PLoS One 2017; 12:e0189105. [PMID: 29240838 PMCID: PMC5730170 DOI: 10.1371/journal.pone.0189105] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2017] [Accepted: 11/04/2017] [Indexed: 11/28/2022] Open
Abstract
Vehicles for life-long assessment such as Maintenance of Certification tend to focus on generalist neurosurgical knowledge. However, as neurosurgeons advance in their careers, they tend to narrow their practice and increase volumes in certain specific types of operations. Failing to test the type of procedures most relevant to the practitioner is a lost opportunity to improve the knowledge and practice of the individual neurosurgeon. In this study, we assess the neurosurgical community’s appetite for designations of board-recognized Recognized Focused Practice (RFP). We administered a validated, online, confidential survey to 4,899 neurosurgeons (2,435 American Board of Neurological Surgery (ABNS) Diplomates participating in MOC, 1,440 Diplomates certified prior to 1999 (grandfathered), and 1,024 retired Diplomates). We received 1,449 responses overall (30% response rate). A plurality of respondents were in practice 11–15 years (18.5%), in private practice (40%) and participate in MOC (61%). 49% of respondents felt that a RFP designation would not be helpful. For the 30% who felt that RFP would be helpful, 61.3% felt that it would support recognition by their hospital or practice, it would motivate them to stay current on medical knowledge (53.4%), or it would help attract patients (46.4%;). The most popular suggestions for RFP were Spine (56.2%), Cerebrovascular (62.9%), Pediatrics (64.1%), and Functional/Stereotactic (52%). A plurality of neurosurgeons (35.7%) felt that RFP should recognize neurosurgeons with accredited and non-accredited fellowship experience and sub-specialty experience. Ultimately, Recognized Focused Practice may provide value to individual neurosurgeons, but the neurosurgical community shows tepid interest for pursuing this designation.
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Affiliation(s)
- Maya A. Babu
- Department of Neurological Surgery, Jackson Memorial Hospital, Ryder Trauma Center, University of Miami, Miami, Florida, United States of America
- * E-mail:
| | - Linda M. Liau
- Department of Neurosurgery, UCLA Medical Center, Los Angeles, CA, United States of America
| | - Fredric B. Meyer
- Department of Neurological Surgery, Mayo Clinic, Rochester, Minnesota, United States of America
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