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Thepwongsa I, Muthukumar R, Sripa P, Waraassawapati S, Jenwitheesuk K, Virasiri S, Nonjui P. The perspectives of learners at a public medical school on the evaluation of an online learning management system for degree and non-degree courses. MEDICAL EDUCATION ONLINE 2024; 29:2299535. [PMID: 38159283 PMCID: PMC10763867 DOI: 10.1080/10872981.2023.2299535] [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: 10/05/2023] [Accepted: 12/21/2023] [Indexed: 01/03/2024]
Abstract
BACKGROUND There has been a rapid development and adoption of online learning in medical education. However, it is difficult to adopt the currently available online learning management systems (LMS). This study aimed to examine learners' perspectives on the evaluation of online LMS. METHODS An online LMS was developed based on the evidence-based guidelines. Two cross-sectional studies were conducted. A short survey was conducted with 716 learners registered on the LMS to obtain their perspectives on the online participation. A satisfaction survey was conducted with 255 learners enrolled in the courses taught solely online. Data from the LMS monitoring system was used to report the uptake of online courses. Data were analyzed using descriptive statistics. RESULTS Participants reported that the major factor influencing LMS uptake was the ability to be accessed anytime and anywhere (n = 556, 77.7%). The participants had good experience in using the LMS and were satisfied with it (n = 255, mean = 4.53, SD = 0.62). For online degree courses, the course had a high completion rate of 90% provided that a mark was assigned for course attendance. For non-degree courses, irrespective of whether they were free, paid, exam-based, or participation only, the completion rate was considered low (range 4.3-36.7%). CONCLUSION Under a limited budget, a medical school in a low- to middle-income country could develop an effective online LMS to meet learners' needs. Our newly developed online LMS is relevant, accepted and to the satisfaction of the learners. Medical schools in the same context are encouraged to develop their own online LMS that serve and support learning in both degree and non-degree courses.
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Affiliation(s)
- Isaraporn Thepwongsa
- Family Medicine Unit, Department of Community, Family and Occupational Medicine, Faculty of Medicine, Khon Kaen University, Khon Kaen, Thailand
| | | | - Poompong Sripa
- Inverkeithing Medical Group, 5 Friary Court, Inverkeithing, UK
| | - Sakda Waraassawapati
- Department of Pathology, Faculty of Medicine, Khon Kaen University, Khon Kaen, Thailand
| | | | - Surapol Virasiri
- Academic Affairs, Faculty of Medicine, Khon Kaen University, Khon Kaen, Thailand
| | - Pat Nonjui
- Family Medicine Unit, Department of Community, Family and Occupational Medicine, Faculty of Medicine, Khon Kaen University, Khon Kaen, Thailand
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Almuqarrab FJ, Alfurayh N, AlGhamdi K. Development and Validation of a New Tool for Evaluating Educational Videos Discussing Skin Surgical Procedure Techniques. Clin Cosmet Investig Dermatol 2024; 17:1321-1328. [PMID: 38854851 PMCID: PMC11162625 DOI: 10.2147/ccid.s469592] [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: 03/19/2024] [Accepted: 05/29/2024] [Indexed: 06/11/2024]
Abstract
Background The available tools for evaluating scientific content target written scientific evidence and referencing without considering surgical, technical, or video graphic aspects. Objective This study developed and validated a tool for qualitatively evaluating videos in the field of skin surgery. This will increase the quality of recorded surgical materials published online and ultimately enhance the reliability of streaming platforms as educational resources. Methodology Tool development included several stages: draft generation, expert panel setting, internal reliability testing, and pilot study. Results After two rounds of expert panels evaluating the developed tool, 23 relevant items evaluating the educational value, scientific accuracy, and clarity of the surgical technical steps of the videos were obtained. We applied the tool to the top 25 YouTube videos discussing elliptical excision. Internal consistency, reliability, and substantial agreement between the raters were identified. We identified a strong positive correlation between our tool score and the global rating score (r= 0.55, P= 0.004). Conclusion It is critical to avoid relying on any video for educational purposes. The tool generated and validated in our study can determine a video's value. A pilot study of 25 YouTube videos demonstrated that the available videos are of fair-good quality, thus necessitating the need for high-quality video production.
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Affiliation(s)
- Fatimah J Almuqarrab
- Department of Dermatology, King Saud University Medical City, King Saud University, Riyadh, Saudi Arabia
| | - Nuha Alfurayh
- Division of dermatology, Imam Abdulrahman Alfaisal Hospital, Ministry of Health, Riyadh, Saudi Arabia
| | - Khalid AlGhamdi
- Department of Dermatology, King Saud University Medical City, King Saud University, Riyadh, Saudi Arabia
- Vitiligo Research Chair, Dermatology Department, College of Medicine, King Saud University, Riyadh, Saudi Arabia
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Naemi R, Sanjari M, Aalaa M, Atlasi R, Fahimfar N, Ostovar A, Nomali M, Mehrdad N, Larijani B. Osteoporosis e-learning courses: A systematic review to develop a comprehensive virtual course for General Practitioners. J Diabetes Metab Disord 2024; 23:251-266. [PMID: 38932826 PMCID: PMC11196521 DOI: 10.1007/s40200-023-01361-8] [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: 08/23/2023] [Accepted: 11/23/2023] [Indexed: 06/28/2024]
Abstract
Purpose One of the key strategies for effective management of osteoporosis is training health care professionals on early diagnosis and treatment of osteoporosis according to a structured course. The aim was to investigate the e-learning courses on osteoporosis around the world in order to develop an online course on osteoporosis management for general practitioners (GPs). Methods In this review, the Web of Science, Scopus, PubMed, Embase, and ERIC databases and the Google search engine were searched until March, 2021.Then, the contents of the eligible courses were extracted by two researchers independently and verified. After that, the content for an online course for GPs was developed and approved by a panel of experts constituted of endocrinologists, orthopedists, and other specialties involved in the management of osteoporosis to develop the final online course for GPs. Results In this review, 22 e-learning courses provided through 3 studies, and 19 websites were included. The content of the osteoporosis e-learning course was categorized into ten thematic categories including bone health, osteoporosis definitions and pathophysiology, prevention of osteoporosis, diagnosis of osteoporosis, fractures, non-pharmacological treatments, pharmacological treatments, treatment follow-up, postmenopausal considerations and hands-on work. The final modules for the osteoporosis e-learning contained five main categories, including bone measurement and fracture risk assessment, diagnosis of osteoporosis, clinical management, monitoring and follow-up, and sarcopenia. Conclusion Through a systematic approach, we developed modules for e-learning of osteoporosis management, which can be used to improve knowledge and skills of GPs in their practice in our setting. Supplementary Information The online version contains supplementary material available at 10.1007/s40200-023-01361-8.
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Affiliation(s)
- Roya Naemi
- Department of Health Information Management, School of Paramedical Sciences, Ardabil University of Medical Sciences, Ardabil, Iran
| | - Mahnaz Sanjari
- Osteoporosis Research Center, Endocrinology and Metabolism Clinical Sciences Institute, Tehran University of Medical Sciences, Jalal Al-E- Ahmad Highway, Tehran, 1411713139 Iran
| | - Maryam Aalaa
- Department of E-Learning in Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - Rasha Atlasi
- Evidence-Based Medicine Research Center, Endocrinology and Metabolism Clinical Sciences Institute, Tehran University of Medical Sciences, Tehran, Iran
| | - Noushin Fahimfar
- Osteoporosis Research Center, Endocrinology and Metabolism Clinical Sciences Institute, Tehran University of Medical Sciences, Jalal Al-E- Ahmad Highway, Tehran, 1411713139 Iran
| | - Afshin Ostovar
- Osteoporosis Research Center, Endocrinology and Metabolism Clinical Sciences Institute, Tehran University of Medical Sciences, Jalal Al-E- Ahmad Highway, Tehran, 1411713139 Iran
| | - Mahin Nomali
- Department of Epidemiology and Biostatistics, Tehran University of Medical Sciences, Tehran, Iran
| | - Neda Mehrdad
- Elderly Health Research Center, Endocrinology and Metabolism Population Sciences Institute, Tehran University of Medical Sciences, Tehran, Iran
| | - Bagher Larijani
- Endocrinology and Metabolism Research Center, Endocrinology and Metabolism Clinical Sciences Institute, Tehran University of Medical Sciences, Tehran, Iran
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Kugener V, Palin K, Salas M, Webster P, Cole A, Price J, Habibi S, Naboulet C, Ely D, Joshi P, Malikova MA. The American Program in Pharmacovigilance (Am2P): a new accredited online training program in pharmacovigilance and pharmacoepidemiology. Ther Adv Drug Saf 2024; 15:20420986241249905. [PMID: 38737826 PMCID: PMC11088298 DOI: 10.1177/20420986241249905] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2023] [Accepted: 04/04/2024] [Indexed: 05/14/2024] Open
Affiliation(s)
| | - Karine Palin
- Eu2P Programme, Collège Santé, Université de Bordeaux, Bordeaux, France
| | - Maribel Salas
- Daiichi Sankyo Inc, Tokyo, Japan
- Center for Real-World Effectiveness and Safety of Therapeutics (CREST), University of Pennsylvania Perelman School of Medicine, Philadelphia, PA, USA
| | | | - Abimbola Cole
- GSK, Cambridge, MA, USA
- MCPHS University, Boston, MA, USA
| | - John Price
- Independent PV Consultant, Connecticut, USA
- John Price PharmaSolutions LLC, Madison, CT, USA
| | | | - Christa Naboulet
- #PEPiTe santé, Collège Santé – Université de Bordeaux, Bordeaux, France
| | | | | | - Marina A. Malikova
- Surgical Translational Research Operations and Compliance, Department of Surgery, Boston Medical Center, Boston University, Chobanian and Avedisian School of Medicine, 88 East Newton Street, Collamore Building, Boston, MA 02215-1300, USA
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Thomae AV, Verweij L, Witt CM, Blum D, Feusi E, Fringer A, Huber M, Roos M, Lal JA, Naef R. Evaluation of a newly developed flipped-classroom course on interprofessional practice in health care for medical students. MEDICAL EDUCATION ONLINE 2023; 28:2198177. [PMID: 37021707 PMCID: PMC10081083 DOI: 10.1080/10872981.2023.2198177] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 03/21/2023] [Accepted: 03/29/2023] [Indexed: 06/19/2023]
Abstract
Interprofessional education is expected to promote collaborative practice and should therefore be included in health professionals' curricula. Reports on interprofessional curricular development and its evaluation are rare. We therefore undertook a comprehensive quantitative and qualitative evaluation of a new, mandatory course on interprofessional collaboration for medical students during their third year of the Bachelor of Medicine study programme. The newly developed and implemented course spans over six weeks and was designed in a hybrid, flipped-classroom format. It incorporates experience- and case-based learning as well as interactions with other health professionals. Each student completes an eLearning and a clinical workshadowing individually before attending the - due to the pandemic - virtual live lectures. To assess quality and usefulness of teaching-learning formats and course structure to learn about interprofessional collaboration and to develop interprofessional competencies and identity, a quantitative and qualitative evaluation was performed with more than 280 medical students and 26 nurse educators from teaching hospitals using online surveys (open & closed-ended format). Data were analyzed descriptively and using content analysis processes. Students appreciated the flipped-classroom concept, the real-world case-based learning scenarios with interprofessional lecturer teams, and the possibility of an experience-based learning opportunity in the clinical setting including interaction with students and professionals from other health professions. Interprofessional identity did not change during the course. Evaluation data showed that the course is a promising approach for teaching-learning interprofessional competencies to medical students. The evaluation revealed three factors that determined the success of this course, namely, a flipped-classroom concept, the individual workshadowing of medical students with another health professional, mainly nurses, and live sessions with interprofessional teaching-learning teams. The course structure and teaching-learning methods showed potential and could serve as a template for interprofessional course development in other institutions and on other course topics.
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Affiliation(s)
- Anita V. Thomae
- Institute for Complementary and Integrative Medicine, University Hospital Zurich and University of Zurich, Zurich, Switzerland
| | - Lotte Verweij
- Institute for Implementation Science in Health Care, University of Zurich, Switzerland & Centre of Clinical Nursing Science, University Hospital Zurich, Zurich, Switzerland
| | - Claudia M. Witt
- Institute for Complementary and Integrative Medicine, University Hospital Zurich and University of Zurich, Zurich, Switzerland
| | - David Blum
- Competence Center Palliative Care, Department of Radiooncology, University Hospital Zurich, Zurich, Switzerland
| | - Emanuel Feusi
- Institute of Public Health, School of Health Sciences, ZHAW Zurich University of Applied Sciences, Winterthur, Switzerland
| | - André Fringer
- Institute of Nursing, School of Health Sciences, ZHAW Zurich University of Applied Sciences, Winterthur, Switzerland
| | - Marion Huber
- Institute of Public Health, School of Health Sciences, ZHAW Zurich University of Applied Sciences, Winterthur, Switzerland
| | - Melanie Roos
- Faculty of Medicine, Student Affairs, Curricula Development, University of Zurich, Zurich, Switzerland
| | - Jasmin Anita Lal
- Faculty of Medicine, Student Affairs, Curricula Development, University of Zurich, Zurich, Switzerland
| | - Rahel Naef
- Institute for Implementation Science in Health Care, University of Zurich, Switzerland & Centre of Clinical Nursing Science, University Hospital Zurich, Zurich, Switzerland
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Sil A, Das A, Patra AC, Kumar R, Pandhi D, De D, Seetharam K, Bhari N, Gupta N, Rao R, Mittal A, Rathore S, Poojary S, Barua S, Jagadeesan S, Mohanty S, Padhi T, Sankar V, Betkerur J, Das NK. Impact of COVID-19 Pandemic on Dermatology Teaching Program in India: A Survey on the Faculty and Residents' Perspective. Indian Dermatol Online J 2023; 14:643-652. [PMID: 37727561 PMCID: PMC10506814 DOI: 10.4103/idoj.idoj_85_23] [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: 01/31/2023] [Revised: 06/02/2023] [Accepted: 06/03/2023] [Indexed: 09/21/2023] Open
Abstract
Background Impact of COVID-19 pandemic has been immense. An innocent casualty of this disaster is medical education and training. Dermatology, which primarily deals with out-patient services, medical and surgical interventions, and in-patient services, was one of the worst hit. The National Medical Commission of India has implemented competency-based medical education (CBME) in Dermatology, Venereology, and Leprosy since 2019. The new curriculum relies on acquiring practical and procedural skills, training skills in research methodology, professionalism, attitude, and communication. Objectives The study was undertaken to understand the implications of the COVID-19 pandemic on postgraduate dermatology CBME training in India. Materials and Methods A questionnaire-based survey was carried out on postgraduate dermatology teachers and residents in India after obtaining ethics committee approval. An online semi-structured English questionnaire was administered by Google Forms. The calculated sample size was 366 dermatology faculty and 341 postgraduate students. Validity (Content validity ratio (CVR) ≥0.56) and reliability (Cronbach's alpha coefficient 0.7249) of the questionnaire were determined. Results Among the 764 responses received, 51.4% reported that their institutes were converted to exclusive COVID hospitals. Domains of dermatology education affected were procedural training (n = 655), bedside clinical teaching (n = 613), outpatient department-based clinical teaching (n = 487), bedside laboratory procedures (n = 463), research activities (n = 453), histopathology (n = 412), and theory classes (n = 302). To keep up with the teaching-learning process, online platforms were mostly utilized: Zoom Meeting (n = 379), Google Meet (n = 287), and WhatsApp Interaction (n = 224). Teaching during ward rounds was significantly more affected in exclusively COVID institutes than non-exclusive COVID institutes (P < 0.001). Psychomotor skill development suffered a major jolt with 26.7% of respondents reporting a standstill (P < 0.001). Communication skills among students suffered due to social distancing, mask, and poor attendance of patients. According to 23.84% of respondents, formative assessment was discontinued. Conclusion Online seminars, journal clubs, and assessments have been incorporated during the pandemic. Online modalities should be used as a supplementary method as psychomotor skills, communication skills, research work, and bedside clinics may not be replaced by the e-learning.
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Affiliation(s)
- Amrita Sil
- Department of Pharmacology, Rampurhat Government Medical College and Hospital, Rampurhat, India
| | - Anupam Das
- Department of Dermatology, KPC Medical College and Hospital, Kolkata, West Bengal, India
| | - Aparesh C. Patra
- Department of Dermatology, NRS Medical College, Kolkata, West Bengal, India
| | - Rajesh Kumar
- Department of Dermatology, Grant Medical College, Mumbai, Maharashtra, India
| | - Deepika Pandhi
- Department of Dermatology, University College of Medical Sciences and Guru Teg Bahadur Hospital, Delhi, India
| | - Dipankar De
- Department of Dermatology, Postgraduate Institute of Medical Education and Research, Chandigarh, India
| | - Kolalapudi Seetharam
- Department of Dermatology, GSL Medical College, Rajahmundry, Andhra Pradesh, India
| | - Neetu Bhari
- Department of Dermatology, AIIMS, New Delhi, Delhi, India
| | - Nidhi Gupta
- Department of Dermatology, RD Gardi Medical College, Ujjain, Madhya Pradesh, India
| | - Raghavendra Rao
- Department of Dermatology, Kasturba Medical College Manipal, Manipal Academy of Higher Education, Manipal, Karnataka, India
| | - Asit Mittal
- Department of Dermatology, Rabindranath Tagore Institute of Medical Science, Udaipur, Rajasthan, India
| | - Santosh Rathore
- Department of Dermatology, Smt. NHL Municipal Medical College, Ahmedabad, Gujarat, India
| | - Shital Poojary
- Department of Dermatology, K. J. Somaiya Medical College, Mumbai, Maharashtra, India
| | - Shyamanta Barua
- Department of Dermatology, Assam Medical College and Hospital, Dibrugarh, Assam, India
| | - Soumya Jagadeesan
- Department of Dermatology, Amrita Institute of Medical Sciences, Kochi, Kerala, India
| | - Swosty Mohanty
- Department of Dermatology, Era’s Lucknow Medical College and Hospital, Lucknow, Uttar Pradesh, India
| | - Tanmay Padhi
- Department of Dermatology, VSS Institute of Medical Science and Research, Burla, Odisha, India
| | - Vikas Sankar
- Department of Dermatology, Patna Medical College and Hospital, Patna, Bihar, India
| | - Jaydev Betkerur
- Department of Dermatology, JSS Medical College and Hospital, Mysore, Karnataka, India
| | - Nilay K. Das
- Department of Dermatology, College of Medicine and Sagore Dutta Hospital, Kolkata, West Bengal, India
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Bankar MN, Bankar NJ, Singh BR, Bandre GR, Shelke YP. The Role of E-Content Development in Medical Teaching: How Far Have We Come? Cureus 2023; 15:e43208. [PMID: 37692742 PMCID: PMC10488137 DOI: 10.7759/cureus.43208] [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: 02/28/2023] [Accepted: 08/09/2023] [Indexed: 09/12/2023] Open
Abstract
With the advancements in technology, medical educators are now able to create and deliver content to students through digital platforms. Electronic content (e-content) development has allowed educators to incorporate multimedia, animations, simulations, and interactive elements which support verbal instruction, such as improved expression and comprehension, into their teaching materials. E-content development is a relatively new field, but it is growing very rapidly. Recent findings have indicated that the e-learning sector will likely experience a huge surge in the upcoming years. The Indian government has launched various initiatives for e-content development in medical education. E-content development has great potential and can be used in various learning scenarios. While it initially gained popularity in higher education, it has since been applied to many other sectors, including healthcare. It allows educators to create highly engaging learning experiences that are accessible by all students. Challenges in e-content development include availability of the internet, creating content that is engaging and relevant to a wide range of learners, and access. Still, it is expected that the use of e-content in medical teaching will continue to increase in the future. The future of e-content development in medical teaching is likely to see continued growth and innovation as technology advances and more educators and learners recognize the benefits of online and digital resources.
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Affiliation(s)
- Maithili N Bankar
- Anatomy, Datta Meghe Medical College, Datta Meghe Institute of Higher Education and Research, Wardha, IND
| | - Nandkishor J Bankar
- Microbiology, Jawarhal Nehru Medical College, Datta Meghe Institute of Higher Education and Research, Wardha, IND
| | - Brij Raj Singh
- Anatomy, Datta Meghe Medical College, Datta Meghe Institute of Higher Education and Research, Wardha, IND
| | - Gulshan R Bandre
- Microbiology, Jawarhal Nehru Medical College, Datta Meghe Institute of Higher Education and Research, Wardha, IND
| | - Yogendra P Shelke
- Microbiology, Bhaktshreshtha Kamalakarpant Laxman Walawalkar Rural Medical College, Ratnagiri, IND
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Thomae AV, Rogge AA, Helmer SM, Icke K, Witt CM. Development, Implementation, and Evaluation of an e-Learning in Integrative Oncology for Physicians and Students Involving Experts and Learners: Experiences and Recommendations. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2023; 38:805-812. [PMID: 35776378 PMCID: PMC9247929 DOI: 10.1007/s13187-022-02189-1] [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] [Accepted: 06/01/2022] [Indexed: 06/02/2023]
Abstract
In this project, an e-Learning program for complementary and integrative medicine in oncology was systematically developed, implemented, and evaluated in a stepwise procedure. Learning objectives and content were defined within the KOKON project network, considering the educational competencies for integrative oncology. To design a valuable e-Learning, experts were involved in all relevant steps of the process, as well as stakeholders from various target groups (undergraduates: medicine students, postgraduates: oncology physicians). We used mixed methods including quantitative surveys, progress tests, and qualitative focus groups. The developed e-Learning program led to a significant measurable knowledge gain about complementary and integrative medicine. In parallel, physicians and students were subjectively satisfied with the training. For the majority of e-Learning elements, the needs of both target groups are comparable. Furthermore, both groups emphasized the value of formative assessment tools for gaining knowledge. From the various surveys and experiences collected in this project, we derive recommendations for others developing e-Learning programs.
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Affiliation(s)
- Anita V Thomae
- Institute for Complementary and Integrative Medicine, University Hospital Zurich and University of Zurich, Sonneggstrasse 6, 8091, Zurich, Switzerland.
| | - Alizé A Rogge
- Department of Psychosomatic Medicine, Center for Internal Medicine and Dermatology, Charité - Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, 10117, Berlin, Germany
| | - Stefanie M Helmer
- Institute for Health and Nursing Science, Charité - Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, 13353, Berlin, Germany
| | - Katja Icke
- Institute for Social Medicine, Epidemiology, and Health Economics, Charité - Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, 10117, Berlin, Germany
| | - Claudia M Witt
- Institute for Complementary and Integrative Medicine, University Hospital Zurich and University of Zurich, Sonneggstrasse 6, 8091, Zurich, Switzerland
- Institute for Social Medicine, Epidemiology, and Health Economics, Charité - Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, 10117, Berlin, Germany
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Cao S, Gradwohl K, Wang F. Evaluating Live Virtual Chalk Talks as a Teaching Tool for Medical Students on a Dermatology Clerkship. MEDICAL SCIENCE EDUCATOR 2023:1-7. [PMID: 37360065 PMCID: PMC10088670 DOI: 10.1007/s40670-023-01781-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 03/23/2023] [Indexed: 06/28/2023]
Abstract
The COVID-19 pandemic has highlighted a continued need for innovative virtual teaching methods. Chalk talks, or brief illustrated interactive talks, are easily made virtual with an online whiteboard. We evaluated the efficacy of a live virtual chalk talk curriculum for medical students on their dermatology clerkship. A curriculum of one to three 1-h chalk talks was designed on the following topics: papulosquamous diseases, erythroderma, and immunobullous diseases. Talks were delivered monthly via Zoom to dermatology clerkship students. Pre- and post-talk surveys were administered to assess knowledge, confidence, and satisfaction. Compared with pre-talk, students (n = 18) achieved a greater percentage of possible points on knowledge assessment questions after the talks (41.0 ± 27.7% versus 90.4 ± 18.4%, p < 0.001). As assessed on a Likert scale (1 = not at all confident, 5 = extremely confident), students became more confident in differentiating conditions within each disease group and working up the conditions (2.02 ± 0.53 versus 3.53 ± 0.55, p < 0.001, and 2.09 ± 0.44 versus 3.76 ± 0.89, p < 0.001, respectively). Qualitative responses showed that students appreciated the student-teacher interactions. In conclusion, we found that live chalk talks are an effective and engaging way to teach dermatology to medical students in the virtual setting. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-023-01781-4.
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Affiliation(s)
- Severine Cao
- Department of Dermatology, University of Michigan, 1500 E Medical Center Drive, TC 1910/SPC 5314, Ann Arbor, MI 48105 USA
| | | | - Frank Wang
- Department of Dermatology, University of Michigan, 1500 E Medical Center Drive, TC 1910/SPC 5314, Ann Arbor, MI 48105 USA
- University of Michigan Medical School, Ann Arbor, USA
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Youhasan P, Lyndon MP, Chen Y, Henning MA. Implementation of a Web-Based Educational Intervention for Promoting Flipped Classroom Pedagogy: A Mixed-Methods Study. MEDICAL SCIENCE EDUCATOR 2023; 33:91-106. [PMID: 37008440 PMCID: PMC10060460 DOI: 10.1007/s40670-022-01706-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/28/2022] [Indexed: 06/19/2023]
Abstract
Introduction Flipped classroom pedagogy (FCP) is recognised as an effective and efficient teaching-learning method. However, nursing students and teachers may be hesitant to adopt FCP due to technophobia and time constraints linked to academic and clinical responsibilities. This necessitates the provision of promotional training for adopting FCP. However, there is a dearth of research regarding how the practice of FCP could be promoted and in demonstrating its efficacy in developing countries. Thus, this study aimed to examine the educational impact of a web-based education intervention, branded as the Flipped Classroom Navigator (FCN), for promoting FCP in nursing education in Sri Lanka. Methods This mixed-methods study employed pre- and post-training knowledge tests, the Instructional Materials Motivation Survey (IMMS), the Perceived Transfer of Learning Questionnaire survey, and collected students' and teachers' open-ended responses to evaluate the impact of the FCN. Fifty-five undergraduate nursing students and 15 university teachers participated in the study from two state universities in Sri Lanka. Repeated-measures ANOVA, t-tests, Levene's test of homogeneity, Cohen's d, and an inductive thematic approach were employed in the data analysis. Results Post-training knowledge test scores were significantly higher than the pre-training knowledge test scores indicating improved understanding of FCP. Participants were also highly motivated to learn in the FCN instructional materials. Participants exhibited positive attitudes towards FCN training with transfer of learning to their teaching-learning practice. The inductive thematic analysis identified the following themes: user experiences, FCN learning content, behaviour changes, and suggested improvements. Conclusion Overall, the FCN enhanced both students' and teachers' knowledge and understanding of FCP in undergraduate nursing education. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-022-01706-7.
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Affiliation(s)
- Punithalingam Youhasan
- Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, Building 507, Level 2, Room 2001, 28 Park Avenue, Grafton, Auckland, 1023 New Zealand
- Department of Medical Education & Research, Faculty of Health-Care Sciences, Eastern University, Sri Lanka, Batticaloa, Sri Lanka
| | - Mataroria P. Lyndon
- Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, Building 507, Level 2, Room 2001, 28 Park Avenue, Grafton, Auckland, 1023 New Zealand
| | - Yan Chen
- Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, Building 507, Level 2, Room 2001, 28 Park Avenue, Grafton, Auckland, 1023 New Zealand
| | - Marcus A. Henning
- Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, Building 507, Level 2, Room 2001, 28 Park Avenue, Grafton, Auckland, 1023 New Zealand
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11
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Thepwongsa I, Muthukumar R, Sripa P, Piterman L. Uptake and effectiveness of online diabetes continuing education: The perspectives of Thai general practitioner trainees. Heliyon 2023; 9:e13355. [PMID: 36755621 PMCID: PMC9900372 DOI: 10.1016/j.heliyon.2023.e13355] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2021] [Revised: 01/23/2023] [Accepted: 01/26/2023] [Indexed: 02/01/2023] Open
Abstract
Background Despite continuing medical education (CME) programmes on evidence-based diabetes care, evidence-based best practice and actual GP practice remain scant. Online CME offers numerous benefits to general practitioners (GPs), particularly during the coronavirus disease 2019 (COVID-19) pandemic. In Thailand, CME is a voluntary process and is yet to be established as a mandatory requirement. This study examined GP uptake of online diabetes CME and the changes in GPs' attitudes to and knowledge of Type 2 diabetes management. Methods A cross-sectional study and a before-and-after study were employed with 279 GP trainees who voluntarily undertook a newly-developed online diabetes programme. A follow-up survey was conducted six months after the GP trainees completed their training. Results One hundred and twelve out of 279 GP trainees (40.1%) participated in the study, of whom 37 (13.3%) enrolled in the online diabetes programme, and 20 (7.2%) completed the programme. Before enrolling in the programme, the participants' mean diabetes knowledge score was 61.5%. The participants' confidence in effective insulin treatment increased significantly after the programme (95% Confidence interval [CI], -0.51-0.00; P = 0.05), but their knowledge scores before and after the programme were not statistically different (95% CI, -3.93-0.59; P = 0.14). Conclusion Uptake of the online diabetes CME was poor, although appropriate recruitment strategies were employed, and the online educational option was attractive and accessible during the COVID-19 pandemic. This study emphasises the gap between evidence-based practice and actual GP practice and the need for mandatory CME.
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Affiliation(s)
- Isaraporn Thepwongsa
- Family Medicine Unit, Department of Community Medicine, Faculty of Medicine, Khon Kaen University, Thailand,Corresponding author. Family Medicine Unit, Department of Community Medicine, Faculty of Medicine, Khon Kaen University, Khon Kaen province, 40002, Thailand.
| | | | - Poompong Sripa
- Medicine for the Elderly Department, Royal Infirmary of Edinburgh, Edinburgh, United Kingdom
| | - Leon Piterman
- Department of General Practice, School of Public Health and Preventive Medicine, Monash University, Australia
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12
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Aldridge WA, Roppolo RH, Brown J, Bumbarger BK, Boothroyd RI. Mechanisms of change in external implementation support: A conceptual model and case examples to guide research and practice. IMPLEMENTATION RESEARCH AND PRACTICE 2023; 4:26334895231179761. [PMID: 37790181 PMCID: PMC10291867 DOI: 10.1177/26334895231179761] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/05/2023] Open
Abstract
Background External implementation support (EIS) is a well-recognized feature of implementation science and practice, often under related terms such as technical assistance and implementation facilitation. Existing models of EIS have gaps related to addressing practice outcomes at both individual and organizational levels, connecting practice activities to intended outcomes, or grounding in well-established theories of behavior and organization change. Moreover, there have been calls to clarify the mechanisms of change through which EIS influences related outcomes. Method In this article, we theorize about mechanisms of change within EIS. Our theorizing process aligns with the approach advocated by Kislov et al. We aim to consolidate prior EIS literature, combining related constructs from previous empirical and conceptual work while drawing on our extensive EIS experience to develop a higher-order, midrange theory of change. Results Our theory of change is empirically and practically informed, conceptually situated within an established grand theory of change, and guided by eight practice principles and social cognitive theory. The theory of change proposes 10 core practice components as mechanisms of change within EIS. When used according to underlying theory and principles, they are believed to contribute to favorable practice outcomes at individual, team, organizational, and system levels. The model offers flexibility by recognizing the need for sequential support processes and the demand to practice in dynamic and responsive ways. Case examples are presented to illustrate major themes and patterns of the model in action. Conclusions The proposed model is intended to support prospective EIS studies by conceptualizing discernable practice components with hypothesized relationships to proximal and distal practice outcomes. The model can be behaviorally operationalized to compliment and extend competency-based approaches to implementation support practitioner (ISP) training and coaching. Over time, the model should be refined based on new empirical findings and contributions from ISPs across the field.
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Affiliation(s)
- William A. Aldridge
- The Impact Center at Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | - Rebecca H. Roppolo
- The Impact Center at Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | | | - Brian K. Bumbarger
- Griffith Criminology Institute, Griffith University, Mount Gravatt, Queensland, Australia
| | - Renée I. Boothroyd
- The Impact Center at Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
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Zhang JF, Zilundu PLM, Fu R, Zheng XF, Zhou LH, Guo GQ. Medical students' perceptions and performance in an online regional anatomy course during the Covid-19 pandemic. ANATOMICAL SCIENCES EDUCATION 2022; 15:928-942. [PMID: 35766990 DOI: 10.1002/ase.2208] [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: 09/08/2021] [Revised: 04/09/2022] [Accepted: 06/24/2022] [Indexed: 06/15/2023]
Abstract
The present study evaluated the students' psychological well-being, experiences, performance, and perception of learning regional anatomy remotely. A regional anatomy remote learning curriculum was designed and learning materials were delivered virtually to 120 undergraduate medical students at Jinan University, China. All the students consented and voluntarily participated in this study by completing self-administered online questionnaires including the Zung's Self-Rating Anxiety and Depression Scales at the beginning and end of the learning session. A subset participated in focus group discussions. Most of the students (90.0%) positively evaluated the current distance learning model. More than 80% were satisfied with the content arrangement and coverage. Many students preferred virtual lectures (68.2%) and videos showing dissections (70.6%) during the distance learning sessions. However, writing laboratory reports and case-based learning were the least preferred modes of learning as they were only preferred by 23.2% and 14.1% of the students, respectively. There was no significant lockdown-related anxiety or depression reported by students using depression and anxiety scales as well as feedback from focus group discussions. The surveyed students' confidence scores in distance learning were significantly higher after 5 weeks than at the beginning of the session (3.05 ± 0.83 vs. 3.70 ± 0.71, P < 0.05). Furthermore, the present results showed no significant differences between the current group's academic performance in the unit tests as well as the final overall evaluation for different parts of the course compared to that of the previous year's cohort. The findings above were congruent with focus group discussion data that the use of the online teaching platform for regional anatomy significantly improved the students' confidence in virtual and self-directed learning and did not negatively affect their academic performance.
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Affiliation(s)
- Ji-Feng Zhang
- Department of Anatomy, Basic Medical College, Jinan University, Guangzhou, People's Republic of China
| | - Prince Last Mudenda Zilundu
- College of Dentistry, Ajman University, Ajman Emirate, United Arab Emirates
- Department of Anatomy, Sun Yat-sen School of Medicine, Sun Yat-sen University, Shenzhen, People's Republic of China
| | - Rao Fu
- Department of Anatomy, Sun Yat-sen School of Medicine, Sun Yat-sen University, Shenzhen, People's Republic of China
- Department of Anatomy, Zhongshan School of Medicine, Sun Yat-sen University, Guangzhou, People's Republic of China
| | - Xue-Feng Zheng
- Department of Anatomy, Basic Medical College, Jinan University, Guangzhou, People's Republic of China
| | - Li-Hua Zhou
- Department of Anatomy, Sun Yat-sen School of Medicine, Sun Yat-sen University, Shenzhen, People's Republic of China
- Department of Anatomy, Zhongshan School of Medicine, Sun Yat-sen University, Guangzhou, People's Republic of China
| | - Guo-Qing Guo
- Department of Anatomy, Basic Medical College, Jinan University, Guangzhou, People's Republic of China
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Youhasan P, Henning MA, Chen Y, Lyndon MP. Developing and evaluating an educational web-based tool for health professions education: the Flipped Classroom Navigator. BMC MEDICAL EDUCATION 2022; 22:594. [PMID: 35915441 PMCID: PMC9344763 DOI: 10.1186/s12909-022-03647-6] [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: 12/11/2021] [Accepted: 07/19/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Flipped classroom pedagogy is a blended learning approach applied in undergraduate health professions education. However, teachers and students may require training to effectively engage in flipped classroom pedagogy. Thus, this study aimed to design, develop, and evaluate a web-based tool for fostering flipped classroom pedagogy in undergraduate health professions education. METHODS This is an educational design-based research with a descriptive evaluation component which was conducted in two steps: (i) design & development and (ii) evaluation of an educational website. An expert panel was formed to evaluate the website by using a website evaluation questionnaire (WEQ). Descriptive statistics were employed to calculate the experts' agreement level. RESULTS An innovative website design was used to provide access to a range of digital devices. The development process occurred concurrently in two steps: (i) website development and (ii) learning content development. The educational website was branded as the Flipped Classroom Navigator (FCN). Based on WEQ scores, the FCN obtained a good level of agreement (≥ 80%) for its' ease of use, hyperlinks, structure, relevance, comprehension, completeness, and layout. CONCLUSIONS The FCN is an effective method for providing training to promote flipped classroom pedagogy in health professions education. The FCN achieved good evaluation scores and comments from experts. However, it is also necessary to obtain acceptance from the end-users, which could be the focus of future research. Nonetheless, the expert panel pinpointed areas for further development before introducing the FCN to end-users.
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Affiliation(s)
- Punithalingam Youhasan
- Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand.
- Department of Medical Education & Research, Faculty of Health-Care Sciences, Eastern University, Sri Lanka, Batticaloa, Sri Lanka.
| | - Marcus A Henning
- Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
| | - Yan Chen
- Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
| | - Mataroria P Lyndon
- Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
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15
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Moran KS. The web of plenty: Leveraging the abundance of free, on-demand online forensic content. Sci Justice 2022; 62:778-784. [DOI: 10.1016/j.scijus.2022.04.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Revised: 02/20/2022] [Accepted: 04/02/2022] [Indexed: 11/27/2022]
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Ahmady S, Kallestrup P, Sadoughi MM, Katibeh M, Kalantarion M, Amini M, Khajeali N. Distance learning strategies in medical education during COVID-19: A systematic review. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2021; 10:421. [PMID: 35071627 PMCID: PMC8719547 DOI: 10.4103/jehp.jehp_318_21] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 03/07/2021] [Accepted: 04/10/2021] [Indexed: 05/07/2023]
Abstract
The current outbreak of coronavirus disease 2019 (COVID-19) across the world forced universities to suspend learning to limit the spread of the virus. Many medical schools have shifted to online education as an information delivery mechanism where the educator and learner are separated in space and potentially also in time. This systematic review aims to explore and understand the variety of distance learning strategies in medical students in the contexts of COVID-19. A systematic review was conducted in Web of Sciences, PubMed, Educational Resources and Information Center, and Scopus from December 2019 to July 2020. Eight sets of terminology were used, combining "Distance learning" AND "Medical education" AND "Pandemic." Studies were reviewed independently by two reviewers. Data were extracted and quality appraised using QualSyst tools, and synthesized by performing thematic analysis. A total of 473 articles were identified after removing duplicates and 314 records were screened, of which 125 were included in this study. The primary articles were 52 primarily qualitative articles. Five learning strategies consisted of technology-enhanced learning (TEL), simulation-based learning, technology-based clinical education, mobile learning, and blended learning. Tools, methods, and learning resources associated with these five learning strategies were extracted from the articles. Our review highlights that TEL and simulation-based learning were more commonly used than others in distance learning in medical education during the COVID-19 pandemic. These strategies have the potential to improve learners' level of knowledge and performance through making online learning resources such as Massive Open Online Courses, virtual clinical cases, and blended sources accessible.
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Affiliation(s)
- Soleiman Ahmady
- Department of Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Per Kallestrup
- Department of Public Health, Centre for Global Health, Aarhus University, Aarhus, Denmark
| | - Mohammad Mehdi Sadoughi
- Ophthalmic Research Center, Research Institute for Ophthalmology and Vision Science, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Marzieh Katibeh
- Department of Public Health, Centre for Global Health, Aarhus University, Aarhus, Denmark
| | - Masomeh Kalantarion
- Department of Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Mitra Amini
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Nasrin Khajeali
- Department of Medical Education, Ahvaz Jundishapur University of Medical Science, Ahvaz, Iran
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17
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Gaudin M, Tanguy G, Plagne M, Saussac A, Hansmann Y, Jaulhac B, Kelly M, Ouchchane L, Lesens O. E-learning versus face-to-face training: Comparison of two learning methods for Lyme borreliosis. Infect Dis Now 2021; 52:18-22. [PMID: 34768016 DOI: 10.1016/j.idnow.2021.11.001] [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: 04/19/2021] [Revised: 09/21/2021] [Accepted: 11/04/2021] [Indexed: 11/28/2022]
Abstract
OBJECTIVES To compare two learning methods for Lyme disease (e-learning versus face-to-face training) to assess knowledge and know-how. METHODS The study population was volunteer general medicine residents and family physicians (FP). Face-to-face training on Lyme disease was offered to each group. E-learning training was then offered to those who had not attended the face-to-face training. Theoretical knowledge was assessed by an identical pre- and post-test questionnaire and know-how by a script concordance test. RESULTS Seventy learners (47 FPs and 23 general medicine residents) were included in the face-to-face training group and 61 (33 FPs and 28 general medicine residents) in the e-learning group. The pre- and post-test scores were significantly improved in the FP group (difference of 29.3±1.9 [P<0.0001] out of 100) as well as in the general medicine resident group (difference of 38.2±2.7 [P<0.0001] out of 100). E-learning was more effective than face-to-face training, particularly among general medicine residents (progression of mean difference of 44.3±3.4/100 vs. 30.9±4.0/100; P=0.0138) and to a lesser extent among FPs (progression of 25.3±2.3/100 vs. 31.9±2.7/100; P=0.0757). Forty-six script concordance tests were completed by FPs and 20 by general medicine residents. Script concordance test results did not seem significant between the subgroups. CONCLUSIONS E-learning seems to be a good alternative to face-to-face training for Lyme disease. It seems to be more effective than face-to-face training for the acquisition of theoretical knowledge. The script concordance test evaluation of know-how did not show any difference between the two learning methods.
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Affiliation(s)
- M Gaudin
- Infectious and Tropical Diseases Department, Clermont-Ferrand University Hospital Center, Reference Center for Osteoarticular Infections, Regional Reference Center for Tick-Based Vector Diseases, Genome and Environment Microorganisms Laboratory, Clermont Auvergne University, Clermont-Ferrand, France
| | - G Tanguy
- Research Unit ACCePPT self-medication, multi-professional support for patients, Clermont Auvergne University, Clermont-Ferrand, France
| | - M Plagne
- Infectious and Tropical Diseases Department, Clermont-Ferrand University Hospital Center, Reference Center for Osteoarticular Infections, Regional Reference Center for Tick-Based Vector Diseases, Genome and Environment Microorganisms Laboratory, Clermont Auvergne University, Clermont-Ferrand, France
| | - A Saussac
- Infectious and Tropical Diseases Department, Clermont-Ferrand University Hospital Center, Reference Center for Osteoarticular Infections, Regional Reference Center for Tick-Based Vector Diseases, Genome and Environment Microorganisms Laboratory, Clermont Auvergne University, Clermont-Ferrand, France
| | - Y Hansmann
- Service des Maladies Infectieuses, Hôpitaux Universitaires de Strasbourg, Unistra, Strasbourg, France
| | - B Jaulhac
- Service des Maladies Infectieuses, Hôpitaux Universitaires de Strasbourg, Unistra, Strasbourg, France
| | - M Kelly
- Medical Microbiologist and Infectious Diseases Specialist, Centre Universitaire de Santé de l'Estrie, Hôpital de Granby, Québec, Canada
| | - L Ouchchane
- Biostatistics Unit, Department of Public Health, Clermont-Ferrand University Hospital, Clermont-Ferrand, France
| | - O Lesens
- Infectious and Tropical Diseases Department, Clermont-Ferrand University Hospital Center, Reference Center for Osteoarticular Infections, Regional Reference Center for Tick-Based Vector Diseases, Genome and Environment Microorganisms Laboratory, Clermont Auvergne University, Clermont-Ferrand, France.
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18
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Distance Learning during the COVID-19 Pandemic. A Comparison between European Countries. EDUCATION SCIENCES 2021. [DOI: 10.3390/educsci11100595] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/15/2023]
Abstract
COVID-19 has shaped and changed our normalities, and, with the discovery of new variants, the long-COVID syndrome, and stress disorders, the end of the pandemic seems distant. The current scenario is impacting all aspects of our lives. In particular, many studies reported that the pandemic resulted in increased psychiatric disorders and grief-related symptoms in adolescents. The project developed between Italy and Slovenia investigated students’ experiences during the lockdown and, in particular, reported the perception of distanced learning, producing a transparent qualitative analysis that can inform future research and open to discussions on learning strategies. A survey was conducted with secondary school students in Southern Italy between 1 April and 31 May 2020 and in Central Slovenia between 16 March and 28 February 2021. Qualitative and quantitative data were collected based on students’ perception of distanced learning, via an online survey platform. The results focused on three main aspects: learning experience, relationships with peers and teachers, and anxiety levels. The data showed similarities and differences in the two cohorts and suggested strategies to improve education (e.g., with blended approaches) to prepare students, teachers, and tutors for the challenges of returning to classes. In particular, data showed that it is recommended to foster collaboration between EU countries and to work to prevent students’ social isolation.
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19
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Tyebally A, Dong C. An eLearning program to prepare residents for a rotation in pediatric emergency medicine: A qualitative study. HONG KONG J EMERG ME 2021. [DOI: 10.1177/10249079211044911] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Background: To meet ACGME-I (Accreditation Council for Graduate Medical Education–International) training and duty hour requirements, we converted our 3-week-long pediatric emergency medicine induction program to an eLearning program. Objectives: The study aimed to identify areas of the eLearning program residents perceived useful and the components that helped them prepare for clinical work. Methods: The qualitative study took place in a tertiary pediatric emergency department. Twenty-seven residents from family medicine, emergency medicine, and pediatric medicine participated in focus group discussions to explore how they perceived the eLearning program helped prepare them for work. The interviews were audio-recorded, and transcripts were analyzed and coded into categories and themes. Results: Four themes emerged from the data analysis: residents’ access to the eLearning program, instructional methods, eLearning design elements, and supplementary learning. Residents valued autonomy to control their pace of learning and use online features that matched their preferred learning styles. Design features such as the use of questions and quizzes helped stimulate learning, but attention had to be paid to the order of questions in the modules and the format of the questions. Written guidelines served as a good reference for learners and face-to-face sessions accompanying the eLearning program helped reinforce knowledge and offered opportunities to interact with faculty members to clarify questions. Conclusion: Systematic planning focusing on access, instructional methods, and design is essential when creating eLearning programs for residency training. eLearning programs can be enhanced by the incorporation of team-based learning and having accompanying written content to reference.
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Affiliation(s)
- Arif Tyebally
- Emergency Medicine, KK Women’s and Children’s Hospital, Singapore
| | - Chaoyan Dong
- Office of Education, Sengkang General Hospital, Singapore
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20
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Virtual conferences and e-learning in dermatology during COVID-19 pandemic: Results of a web-based, global survey. Clin Dermatol 2021; 39:461-466. [PMID: 34518005 PMCID: PMC8452843 DOI: 10.1016/j.clindermatol.2021.06.002] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
During the pandemic, virtual conferences became the norm. We conducted a cross-sectional global study to assess dermatologists’ responses to virtual conference and e-learning program attendance, as well as to discuss the status of such events during the pandemic. This web-based, global survey included 733 dermatologists. Primary outcomes are percentages of responders answering questions. Assessment of the relationship between two categorical variables was performed with the chi-square test. A substantial percentage of responders were willing to attend a virtual meeting (70.6%) or webinar (80.2%), or to conduct a webinar (47.3%). Among participants who provided resident or fellow training before the pandemic, 38% responded that they did not have any teaching systems in place during the pandemic. Virtual conference attendance was significantly associated with video conference attendance before the pandemic, webinar attendance, teledermatology (TD) use during the pandemic, future TD use, having training systems in place for residents or fellows (P < .001 for each), and North American location of participant (P = .001). Webinar attendance was associated with North American location, conducting webinars (P < .001 for each), and future TD use (P = .024). This pandemic has had a profound effect on dermatology conferences and e-learning programs. Attending video conferences and webinars or other online training was associated with TD use and future use, which indicates that these technologies are all here to stay.
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Di Giacomo P, Di Paolo C. COVID-19 AND DENTAL DISTANCE-BASED EDUCATION: students' perceptions in an Italian University. BMC MEDICAL EDUCATION 2021; 21:414. [PMID: 34340662 PMCID: PMC8327040 DOI: 10.1186/s12909-021-02840-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2020] [Accepted: 07/13/2021] [Indexed: 06/08/2023]
Abstract
BACKGROUND The aim of the study was to analyze the perception of dental faculties students regarding the complete transition to distance-based education (DE) and the adaptation of this educational strategy, due to Covid-19 pandemic. A questionnaire to be completed anonymously was submitted online to students attending the faculties of Dentistry and Oral Hygiene at Sapienza, University of Rome, after the end of distance lessons. The collected data were processed statistically, providing descriptive data and analysis of correlation of the most significant parameters, using Chi-squared test, Cramér V and Pearson φ2, Goodman and Kruskal's γ and λ and Kendall's τb. The level of statistical significance was p < 0.05. RESULTS A total of 314 students participated in the survey. The overall level of satisfaction on a ten- point scale was 5.39 ± 2.59 for Oral Hygiene students and 6.15 ± 2.98 for Dentistry students. The most common complaints were the lack of a structured online curriculum, less interaction with professors and a lower level of attention. On the basis of the responses, scored using Likert-type Scale, oral Hygiene students reported statistically higher level of physical fatigue(p = 0.0189), a lower level of attention (p = 0.0136) and of the quality and quantity of acquired knowledge during distance education (p = 0.0392), compared to Dentistry students. Level of perceived stress and quality and quantity of acquired knowledge (γ = 0.81 and τb =0.56) and quality and quantity of acquired knowledge and fear of a decrease in knowledge (γ = 0.76 and τb =0.54) are associated variables. CONCLUSION Students' feedback is essential to solve the key issues emerged from the questionnaire. New educational models should be define in order to ensure that distance education could be effective, meeting the learning needs of the students, and could not be a merely "online shift" of traditional methods, used as an alternative of live education.
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Affiliation(s)
- Paola Di Giacomo
- Department of Oral and Maxillo-facial Sciences, Sapienza University of Rome, Via Caserta 6, 00161, Rome, RM, Italy.
| | - Carlo Di Paolo
- Department of Oral and Maxillo-facial Sciences, Sapienza University of Rome, Via Caserta 6, 00161, Rome, RM, Italy
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Zavitz J, Sarwal A, Schoeneck J, Glass C, Hays B, Shen E, Bryant C, Gupta K. Virtual multispecialty point-of-care ultrasound rotation for fourth-year medical students during COVID-19: Innovative teaching techniques improve ultrasound knowledge and image interpretation. AEM EDUCATION AND TRAINING 2021; 5:e10632. [PMID: 34179677 PMCID: PMC8209882 DOI: 10.1002/aet2.10632] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2021] [Revised: 05/18/2021] [Accepted: 06/02/2021] [Indexed: 06/01/2023]
Abstract
OBJECTIVES Point-of-care ultrasound (PoCUS) has been integrated into undergraduate medical education. The COVID-19 pandemic forced medical schools to evolve clinical rotations to minimize interruption through implementation of novel remote learning courses. To address the students' need for remote clinical education, we created a virtual PoCUS course for our fourth-year class. We present details of the course's development, implementation, quality improvement processes, achievements, and limitations. METHODS A virtual PoCUS course was created for 141 fourth-year medical students. The learning objectives included ultrasound physics, performing and interpreting ultrasound applications, and incorporating PoCUS into clinical decisions and procedural guidance. Students completed a 30-question pre- and posttest focused on ultrasound and knowledge of clinical concepts. PoCUS educators from 10 different specialties delivered the course over 10 days using video-conferencing software. Students watched live scanning demonstrations and practiced ultrasound probe maneuvers using a cellular telephone to simulate ultrasound probe. Students completed daily course evaluations that were used as a continuous needs assessment to make improvements. RESULTS A total of 141 students participated in the course; all received a passing grade. The mean pre- and posttest scores improved from 58% to 88% (p < 0.001) through the course duration. Daily evaluations revealed the percentage of students who rated the course's live scanning sessions and didactic components as "very well" increased from 32.7% on day 1 to 69.7% on day 10. The end-of-course evaluation revealed that 91% of students agreed they received effective teaching. CONCLUSIONS In response to the COVID-19 pandemic, our multispecialty faculty expeditiously developed a virtual PoCUS curriculum for the entire fourth-year class. This innovative course improved students' ultrasound knowledge, image interpretation, and clinical application while utilizing novel techniques to teach a hands-on skill virtually. As the demand for PoCUS instruction continues to increase, the accessibility of virtual training and blended learning will be beneficial.
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Affiliation(s)
- Joshua Zavitz
- Department of Emergency MedicineWake Forest School of MedicineWinston‐SalemNorth CarolinaUSA
| | - Aarti Sarwal
- Department of NeurologyWake Forest School of MedicineWinston‐SalemNorth CarolinaUSA
| | - Jacob Schoeneck
- Department of Emergency MedicineWake Forest School of MedicineWinston‐SalemNorth CarolinaUSA
| | - Casey Glass
- Department of Emergency MedicineWake Forest School of MedicineWinston‐SalemNorth CarolinaUSA
| | - Brandon Hays
- Department of Pediatric CardiologyWake Forest School of MedicineWinston‐SalemNorth CarolinaUSA
| | - E. Shen
- Medical EducationWake Forest School of MedicineWinston‐SalemNorth CarolinaUSA
| | - Casey Bryant
- Department of Critical CareWake Forest School of MedicineWinston‐SalemNorth CarolinaUSA
| | - Karisma Gupta
- Wake Forest School of MedicineWinston‐SalemNorth CarolinaUSA
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Dua A, Coppola KM, Mulheron GW, Troupe D, Lebeau R. Development of a Novel Peer-sharing Application to Supplement Learning from Cadaveric Dissection. ANATOMICAL SCIENCES EDUCATION 2021; 14:491-504. [PMID: 33135855 DOI: 10.1002/ase.2032] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2019] [Revised: 10/28/2020] [Accepted: 10/29/2020] [Indexed: 06/11/2023]
Abstract
Gross anatomy dissection in contemporary medical education must balance the traditional value of learning from the cadaver with the possibilities created by the use of digital tools as supplemental resources that personalize and deepen the student learning experience. This study broadly examined the design, implementation, and use of AnatomyShare, a novel iPad application employing learner-generated content that allows students to securely share annotated images of their dissections with each other and take faculty-generated image-based quizzes during their first-year medical school gross anatomy course. Almost all students enrolled in the course used the application (N = 176; 91% use based on analytics). Seventy-five students responded to a survey asking how and when they used the application, along with their perceptions of its usefulness and contribution to learning. More students reported using the application outside of laboratory (97.3%) than during laboratory (85.3%), despite only in-laboratory use being required. Taking quizzes using the "Exam" feature was the highest rated use of AnatomyShare, and students cited that the application exposed them to anatomical variation and motivated them to correctly identify structures during dissection. While steps need to be taken to combat low-quality learner-generated content and to enhance meaningful student interaction and collaboration, AnatomyShare was a feasible and highly rated supplement to dissection that provided valuable assessment opportunities for students. Future research will examine the impact of use on course grades and engagement in gross anatomy dissection.
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Affiliation(s)
- Anoushka Dua
- Rutgers Robert Wood Johnson Medical School, Piscataway, New Jersey
- Department of General Internal Medicine, UCLA Health, University of California Los Angeles, Los Angeles, California
| | - Kristen M Coppola
- Department of Psychiatry, Rutgers Robert Wood Johnson Medical School, Piscataway, New Jersey
| | - George W Mulheron
- Department of Neuroscience and Cell Biology, Rutgers Robert Wood Johnson Medical School, Piscataway, New Jersey
| | | | - Robert Lebeau
- Department of Psychiatry, Rutgers Robert Wood Johnson Medical School, Piscataway, New Jersey
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Wasfy NF, Abouzeid E, Nasser AA, Ahmed SA, Youssry I, Hegazy NN, Shehata MHK, Kamal D, Atwa H. A guide for evaluation of online learning in medical education: a qualitative reflective analysis. BMC MEDICAL EDUCATION 2021; 21:339. [PMID: 34112155 PMCID: PMC8190722 DOI: 10.1186/s12909-021-02752-2] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/28/2021] [Accepted: 05/20/2021] [Indexed: 05/12/2023]
Abstract
BACKGROUND With the strike of Covid-19, an unprecedented rapid shift to remote learning happened worldwide with a paradigm shift to online learning from an institutional adjuvant luxury package and learner choice into a forced solo choice. This raises the question of quality assurance. While some groups have already established standards for online courses, teaching and programs yet very little information is included on methodology of their development and very little emphasis is placed on the online learning experience. Nevertheless, no work has been done specifically for medical education institutions. AIM To develop a set of descriptors for best practice in online learning in medical education utilizing existing expertise and needs. METHODS This work utilizes a qualitative multistage approach to identify the descriptors of best practice in online learning starting with a question guided focus group, thematic analysis, Delphi technique and an expert consensus session done simultaneously for triangulation. This was done involving 32 institution in 19 countries. RESULTS This materialized into the development of a set of standards, indicators, and development of a checklist for each standard area. The standard areas identified were organizational capacity, educational effectiveness, and human resources each of which listed a number of standards. Expert consensus sessions identified the need for qualification of data and thus the development of indicators for best practice. CONCLUSION Standards are needed for online learning experience and their development and redesign is situational and needs to be enhanced methodologically in axes that are pertaining to the needs of the education community. Taking such axes into consideration by educators and institutions will lead to planning and implementing successful online learning activities, while taking them into consideration by the evaluators will help them conduct comprehensive audits and provide stakeholders with highly informative evaluation reports.
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Affiliation(s)
- Nourhan F. Wasfy
- Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
| | - Enjy Abouzeid
- Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
| | - Asmaa Abdel Nasser
- Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
- Ibn Sina National College, Jeddah, Kingdom of Saudi Arabia
| | - Samar A. Ahmed
- Ain shams University Middle East North Africa FAIMER Regional Institute, Ain shams University, Cairo, Egypt
| | - Ilham Youssry
- Pediatrics & Head of the Pediatric Hematology Unit, Cairo University, Cairo, Egypt
| | - Nagwa N. Hegazy
- Family Medicine Department, Faculty of Medicine, Medical Education and human resources development Center, Menoufia University, Shebin Elkom, Egypt
| | - Mohamed Hany K. Shehata
- Faculty of Medicine, Helwan University, Helwan, Egypt
- College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain
| | - Doaa Kamal
- Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
| | - Hani Atwa
- Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
- College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain
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Forbes J, Smith A, Papa J, Sparrell M. Comparing the Physician Assistant National Certifying Examination Pass Rate of Graduates From Programs Utilizing Distance Education to the National Average. J Physician Assist Educ 2021; 32:71-73. [PMID: 33935275 DOI: 10.1097/jpa.0000000000000349] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
PURPOSE The goal of this study was to compare the Physician Assistant National Certifying Examination (PANCE) pass rate of graduates from physician assistant (PA) programs utilizing distance education to the national average of PANCE pass rates. METHODS The Physician Assistant Education Association online PA program directory was used to obtain the name and number of physician assistant (PA) programs that offered distance education in their curriculum. The National Commission on Certification of Physician Assistants PANCE Exam Performance Summary Report was reviewed for each PA program that offered distance education. The 5-year first-time taker mean pass rate for all PA programs offering distance education was calculated and compared to the 5-year national first-time taker average for all PA programs in the United States over the same 5-year period. RESULTS The mean 5-year first-time taker pass rate for PA programs offering distance education was 96.9%. The 5-year national first-time taker average pass rate for all PA programs was 96.0%. CONCLUSION The results of this study show that graduates from PA programs utilizing distance education are effectively prepared to pass the PANCE and do so at a rate that is higher than the national mean for all PA programs.
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Affiliation(s)
- Jennifer Forbes
- Jennifer Forbes, MHS, PA-C, is a clinical assistant professor for the Idaho State University Physician Assistant Program, Meridian, Idaho
- Anntara Smith, MS, PA-C, is the clinical coordinator for the Idaho State University Physician Assistant Program, Meridian, Idaho
- Jared Papa, MPAS, PA-C, is a clinical assistant professor for the Idaho State University Physician Assistant Program, Meridian, Idaho
- Marvin Sparrell, MPAS, PA-C, is the associate program director for the Idaho State University Physician Assistant Program, Meridian, Idaho
| | - Anntara Smith
- Jennifer Forbes, MHS, PA-C, is a clinical assistant professor for the Idaho State University Physician Assistant Program, Meridian, Idaho
- Anntara Smith, MS, PA-C, is the clinical coordinator for the Idaho State University Physician Assistant Program, Meridian, Idaho
- Jared Papa, MPAS, PA-C, is a clinical assistant professor for the Idaho State University Physician Assistant Program, Meridian, Idaho
- Marvin Sparrell, MPAS, PA-C, is the associate program director for the Idaho State University Physician Assistant Program, Meridian, Idaho
| | - Jared Papa
- Jennifer Forbes, MHS, PA-C, is a clinical assistant professor for the Idaho State University Physician Assistant Program, Meridian, Idaho
- Anntara Smith, MS, PA-C, is the clinical coordinator for the Idaho State University Physician Assistant Program, Meridian, Idaho
- Jared Papa, MPAS, PA-C, is a clinical assistant professor for the Idaho State University Physician Assistant Program, Meridian, Idaho
- Marvin Sparrell, MPAS, PA-C, is the associate program director for the Idaho State University Physician Assistant Program, Meridian, Idaho
| | - Marvin Sparrell
- Jennifer Forbes, MHS, PA-C, is a clinical assistant professor for the Idaho State University Physician Assistant Program, Meridian, Idaho
- Anntara Smith, MS, PA-C, is the clinical coordinator for the Idaho State University Physician Assistant Program, Meridian, Idaho
- Jared Papa, MPAS, PA-C, is a clinical assistant professor for the Idaho State University Physician Assistant Program, Meridian, Idaho
- Marvin Sparrell, MPAS, PA-C, is the associate program director for the Idaho State University Physician Assistant Program, Meridian, Idaho
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Pisani A, Cremers I, Ellul P. The Impact of the SARS-CoV-2 (COVID-19) Pandemic on Gastroenterology Training. GE PORTUGUESE JOURNAL OF GASTROENTEROLOGY 2021; 92:1-6. [PMID: 34254042 PMCID: PMC8247833 DOI: 10.1159/000515408] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/01/2020] [Accepted: 01/27/2021] [Indexed: 11/19/2022]
Abstract
INTRODUCTION The SARS-CoV-2 (COVID-19) pandemic has brought about a radical change in our working patterns. These changes can affect the training that gastroenterology trainees undergo, especially endoscopy since these are aerosol-generating procedures. The aim of this survey was to assess the effect of the COVID-19 pandemic on gastroenterology training across the European countries. METHODOLOGY A questionnaire was set up whereby the different elements of training were analysed. The questionnaire (online) was distributed among trainees through the National Representatives of the European Board of Gastroenterology and Hepatology. RESULTS In total, 86 trainees (females: 55%; mean age: 32.5 years [SD ±4.57 years]; mean training duration of 2.68 years [SD ±1.63]) from 22 different countries were recruited. From the cohort, 10.5% were considered as vulnerable for acquiring COVID-19. During their job, 4.7% acquired the infection and 26.7% were placed in quarantine. Most trainees noted that their various aspects of gastroenterology training were moderately or severely affected during the initial height of the pandemic: clinical gastroenterology training (67.4%), outpatients (75.5%), didactic teaching (88.3%), multidisciplinary team meetings (65.2%) and endoscopy training (75.6%). Later, when the number of COVID-19-related infections decreased across Europe, the above modalities returned to normal for <50% of the trainees. CONCLUSION This European-wide survey has demonstrated that gastroenterology training has been severely impacted during both the initial height of the pandemic and afterwards. Furthermore, the psychological impact on trainees, in terms of training quality, duration and exposure to COVID-19, is unknown. A re-assessment of each centre training programme should be done as to ensure that a high standard of training is still being delivered.
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Affiliation(s)
- Anthea Pisani
- Division of Gastroenterology, Mater Dei Hospital, Mosta, Malta
| | - Isabelle Cremers
- Division of Gastroenterology, Centro Hospitalar de Setúbal, Setúbal, Portugal
| | - Pierre Ellul
- Division of Gastroenterology, Mater Dei Hospital, Mosta, Malta
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Morris LR, Bellon-Harn ML. Development and Functionality of an Internet-Based, Self-Managed Parent Training Program. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2021; 30:722-733. [PMID: 33555959 DOI: 10.1044/2020_ajslp-20-00080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Purpose This research note evaluated a self-managed, Internet intervention (i.e., Success With Stories) designed to facilitate parental reading practices and beliefs. Method Twelve reviewers were composed of parents of young children, speech-language pathologists, and experts in self-managed, Internet intervention. Satisfaction of usability, content, presentation, suitability, and exercises of Success With Stories was examined using an intervention satisfaction rating. Value and usefulness of content was evaluated via a survey. Results Reviewers found content to be valuable and useful for facilitating parental reading practices and beliefs. Results indicated high satisfaction across all reviewers. Conclusion Results point toward strengths and limitations of the protocol and future directions.
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Affiliation(s)
- Lekeitha R Morris
- Department of Speech and Hearing Sciences, Lamar University, Beaumont, TX
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Tuma F, Kamel MK, Shebrain S, Ghanem M, Blebea J. Alternatives surgical training approaches during COVID-19 pandemic. Ann Med Surg (Lond) 2021; 62:253-257. [PMID: 33520221 PMCID: PMC7825981 DOI: 10.1016/j.amsu.2021.01.057] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2021] [Revised: 01/16/2021] [Accepted: 01/16/2021] [Indexed: 11/17/2022] Open
Abstract
Importance Coping with the COIVD-19 global-pandemic major changes in healthcare and educational operational policies, mandates the implementation of alternative surgical curriculum objects (components) to replace some of the traditional face-to-face activities. Objective The objective of the study is to review and discuss various alternative curriculum objects (components) that can be used to restructure conventional surgical training curricula during the Declared Healthcare Emergency surgery rotations. The goal is to identify and recommend effective alternative educational activities that are compliant with the new social physical distancing regulations. Evidence review Various curricular components and objects were examined. The educational value of the curriculum objects is studied and analyzed in terms of feasibility, knowledge gain/learning effectiveness, the need for facilitation or feedback, and the evaluation. Several curriculum objects were proposed with description of their value and applications. Findings The selected and proposed activities include scenario-based MCQ writing exercises, video-based surgical skills interactive training, online learning modules, virtual rounding, reflection assignments, surgical skills simulation training, research education, and medical education learning. Their educational value is described and scaled. Conclusion There is urgent and challenging need for surgical training using additional alternative curriculum objects (components). Working with the available resources and experiences is crucial to maximize the learning outcomes. Distance (online) education and educational technology tools and concepts provide a spectrum of valuable educational activities. Further work and studies are needed to optimize their utility. The COIVD-19 pandemic has imposed major changes in healthcare and educational operational policies. This review discusses alternative curriculum objects that can be used to restructure traditional surgical training curricula. Effective alternative educational activities that are compliant with the social distancing regulations were discussed.
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Affiliation(s)
- Faiz Tuma
- General Surgery Department, Central Michigan University College of Medicine, USA
| | - Mohamed K Kamel
- General Surgery Department, Central Michigan University College of Medicine, USA
| | - Saad Shebrain
- Genera Surgery Department, Western Michigan University Homer Stryker MD School of Medicine, USA
| | - Maher Ghanem
- General Surgery Department, Central Michigan University College of Medicine, USA
| | - John Blebea
- General Surgery Department, Central Michigan University College of Medicine, USA
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Moura J, Estrela M, Almeida AM, Ferraz I, Figueiras A, Roque F, Herdeiro MT. A Usability Study of Pharmacists’ Perceptions Toward an Online Course for Respiratory Infections and Antibiotic Use. ACTA ACUST UNITED AC 2021. [DOI: 10.1016/j.procs.2021.01.146] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Häusler M, Bosse HM, Fischbach T, Graf N, von Kleist-Retzow J, Kreuder J. [Alice in the digital wonderland-pediatric teaching during the COVID-19 pandemic]. Monatsschr Kinderheilkd 2020; 169:151-158. [PMID: 33281226 PMCID: PMC7709092 DOI: 10.1007/s00112-020-01076-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Abstract
The COVID-19 pandemic led to a rapid switch from undergraduate classroom teaching to online-teaching; a challenging process for teachers and students. Based on a recent online survey among German pediatric university hospitals the "AG Lehre der DGKJ" (teaching working group of the German Society of Pediatrics and Adolescent Medicine) summarizes latest experiences with e‑learning during the summer term of 2020. The survey participants from 17 pediatric university hospitals report that the large spectrum of e‑learning formats could sufficiently replace classical lectures and seminars but could not fully replace teaching involving direct contact to patients. The introduction of new digital teaching formats is time-consuming, needs high-quality IT infrastructure, should be embedded in a continuous curriculum and provide the possibility of regular exchange between students and teachers. Teachers should be provided with the opportunity for training in didactic methods and IT skills. These results correspond to the literature on e‑learning in general and undergraduate medical education during the COVID-19 pandemic in particular. The experiences summarized here should not only facilitate the development of e‑learning tools during the ongoing pandemic but also stimulate to establish e‑learning as a valuable component of future pediatric medical education. New digital substitutes for teaching involving pediatric patients need to be developed.The statement was drafted by consensus by the German Society of Pediatrics and Adolescent Medicine Working Group on Teaching and approved by the DGKJ board.
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Affiliation(s)
- Martin Häusler
- Sektion Neuropädiatrie und Sozialpädiatrie, Klinik für Kinder- und Jugendmedizin, Uniklinikum RWTH Aachen, Pauwelsstr. 30, 52074 Aachen, Deutschland
| | - Hans Martin Bosse
- Klinik für Allgemeine Pädiatrie, Neonatologie und Kinderkardiologie, Universitätsklinikum Düsseldorf UKD, Moorenstr. 5, 40225 Düsseldorf, Deutschland
| | - Thomas Fischbach
- Berufsverband der Kinder- und Jugendärzte, BVKJ e. V. Köln, Mielenforster Str. 2, 51069 Köln, Deutschland
| | - Norbert Graf
- Klinik f. Päd. Onkologie und Hämatologie, Universitätsklinikum, Universität des Saarlandes, Campus Homburg, Gebäude 9, 66421 Homburg, Deutschland
| | | | - Joachim Kreuder
- Zentrum für Kinderheilkunde und Jugendmedizin, Universitätsklinikum Gießen und Marburg, Feulgenstr. 10–12, 35385 Gießen, Deutschland
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Abstract
The first case of pneumonia was reported on 8 December 2019 and identified on 7 January 2020 as COVID-19. On 9 March 2020, to stop the spread of COVID-19 cases, the Italian government declared a health emergency, forcing all citizens to go into lockdown. Suddenly, schools were constrained to using distance learning strategies with little or limited experience on the topic. Particularly, in the southern regions of Italy, approximately 20% of the students did not have access to any devices and were excluded from learning, producing a direct risk of increased adolescent delinquency. This research team intended to report the results of an observational study that focused on the perceptions of distance learning in adolescents from secondary school in Naples (Italy) between April and May 2020. The questionnaire comprised 11 questions focused on the perceptions of distance learning in comparison to live classrooms, relationships with peers and teachers, and levels of anxiety. The study is amongst the first to report the effect of the pandemic from a student-centred perspective and hopes to produce information to develop future research on asynchronous learning.
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Bellon-Harn ML, Morris LR, Manchaiah V, Harn WE. Use of Videos and Digital Media in Parent-implemented Interventions for Parents of Children with Primary Speech Sound And/or Language Disorders: A Scoping Review. JOURNAL OF CHILD AND FAMILY STUDIES 2020; 29:3596-3608. [PMID: 33024404 PMCID: PMC7529088 DOI: 10.1007/s10826-020-01842-x] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/21/2020] [Indexed: 06/06/2023]
Abstract
No review to date has focused on evaluating the use of videos and digital media in parent-implemented interventions for parents of children with primary language or speech sound disorder (LD/SSD). Research objectives guiding this scoping review included an evaluation of (a) use of videos and/or other digital media in parent-implemented interventions; (b) use of videos and/or other digital media in asynchronous content; (c) the role of the parent as learner; and (d) the program impact on parents and children. This review followed a five-stage framework: (a) identify research questions; (b) identify relevant studies; (c) select studies; (d) chart the data; and (e) collate, summarize and report the results. Ten studies were included. No program included parents of children with speech disorders. One fully asynchronous program was identified, though many programs included videos concurrent with direct instruction. No study described the parent as learner and only four studies examined parent satisfaction and perceptions. These four studies directly measured specific parent behavior and results indicated that the programs had a positive impact on parents' interactions. Nine of the ten studies included child outcomes. This low volume of studies suggests limited work in this area. The review describes research gaps and future directions.
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Affiliation(s)
| | - Lekeitha R. Morris
- Department of Speech and Hearing Sciences, Lamar University, Beaumont, TX USA
| | - Vinaya Manchaiah
- Department of Speech and Hearing Sciences, Lamar University, Beaumont, TX USA
- Department of Speech and Hearing, School of Allied Health Sciences, Manipal University, Manipal, Karnataka India
| | - William E. Harn
- Department of Speech and Hearing Sciences, Lamar University, Beaumont, TX USA
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Improving pain management in childhood acute otitis media in general practice: a cluster randomised controlled trial of a GP-targeted educational intervention. Br J Gen Pract 2020; 70:e684-e695. [PMID: 32839161 PMCID: PMC7449377 DOI: 10.3399/bjgp20x712589] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2019] [Accepted: 03/15/2020] [Indexed: 12/22/2022] Open
Abstract
Background Pain management in acute otitis media (AOM) is often suboptimal, potentially leading to unnecessary discomfort, GP reconsultation, and antibiotic prescribing. Aim To assess the effectiveness of a GP-targeted educational intervention to improve pain management in children with AOM. Design and setting Pragmatic, cluster randomised controlled trial (RCT). GPs in 37 practices (intervention n = 19; control n = 18) across the Netherlands recruited 224 children with GP-confirmed AOM and ear pain (intervention n = 94; control n = 130) between February 2015 and May 2018. Method GPs in practices allocated to the intervention group were trained (online and face-to-face) to discuss pain management with parents using an information leaflet, and prompted to prescribe weight-appropriate dosed paracetamol. Ibuprofen was additionally prescribed if pain control was still insufficient. GPs in the control group provided usual care. Results Mean ear pain scores over the first 3 days were similar between groups (4.66 versus 4.36; adjusted mean difference = −0.05; 95% confidence intervals [CI] = −0.93 to 0.83), whereas analgesic use, in particular ibuprofen, was higher in the intervention group. The total number of antibiotic prescriptions during the 28-day follow-up was similar (mean rate 0.43 versus 0.47; adjusted rate ratio [aRR] 0.97; 95% CI = 0.68 to 1.38). Parents of children in the intervention group were more likely to reconsult for AOM-related complaints (mean rate 0.70 versus 0.41; aRR 1.73; 95% CI = 1.14 to 2.62). Conclusion An intervention aimed at improving pain management for AOM increases analgesic use, particularly ibuprofen, but does not provide symptomatic benefit. GPs are advised to carefully weigh the potential benefits of ibuprofen against its possible harms.
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Seow YT, Teo SC, Yap W, Foo Z, Tan KH. Interactive videoconferencing in the redesign of a health-care quality improvement workshop for the coronavirus disease 2019 pandemic. PROCEEDINGS OF SINGAPORE HEALTHCARE 2020. [DOI: 10.1177/2010105820961795] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Introduction: The Blended Quality Improvement (QI) Workshop is a programme designed to provide learners with basic tools and techniques in QI using a combination of e-learning and face-to-face classroom interactions. To adapt to the coronavirus disease 2019 (COVID-19) situation for safe social distancing since the end of January 2020, SingHealth Duke-NUS Institute for Patient Safety & Quality (IPSQ) suspended all face-to-face workshops. However, the need for effective QI training remains. Objective: The aim was to develop an effective virtual interactive Blended QI Workshop through videoconferencing. Methods: The workshop was redesigned by reviewing the curriculum and incorporating the use of interactive functions. The new workshop took place virtually via a video conferencing platform and incorporated the use of interactive polling, game, videos and case study. A total of 23 learners attended the two pilot runs that took place on 28 April 2020 and 22 May 2020. A survey assessed learners’ reactions and satisfaction with the training and preference in using video conferencing tools during disease and non-disease outbreak situations, while the quizzes assessed learners’ learning in QI knowledge. The results on the improvement in QI knowledge were compared to the original blended e-learning and face-to-face workshop ( n=63) that took place before the COVID-19 pandemic. Results: The gain in QI knowledge from virtual and from face-to-face Blended QI Workshops was statistically significant ( p<0.01, n=86). However, there was no statistically significant difference in the gain in QI knowledge with both content delivery approaches ( p=0.13). All 23 learners agreed that the video conferencing platform was convenient, 20 (87.0%) felt that the platform was effective in delivering content and 18 (78.3%) were keen to use video conferencing tools for QI workshops during disease outbreak situations. Remarkably, a substantial number of learners ( n=11; 47.8%) preferred the use of interactive video conferencing to supplement face-to-face classroom-based Blended QI Workshops for non-disease outbreak situations. Conclusion: The virtual interactive Blended QI Workshop was as effective as the face-to-face Blended QI Workshop based on learners’ views and gains in QI knowledge post workshop. The success of virtual QI workshops makes them a new norm in the post-COVID-19 environment.
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Affiliation(s)
- Yee Ting Seow
- SingHealth Duke-NUS Institute for Patient Safety & Quality, Singapore
| | - Shao Chu Teo
- SingHealth Duke-NUS Institute for Patient Safety & Quality, Singapore
| | - William Yap
- SingHealth Duke-NUS Institute for Patient Safety & Quality, Singapore
| | - Zann Foo
- SingHealth Duke-NUS Institute for Patient Safety & Quality, Singapore
| | - Kok Hian Tan
- SingHealth Duke-NUS Institute for Patient Safety & Quality, Singapore
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McGowan E, Hale J, Bezner J, Harwood K, Green-Wilson J, Stokes E. Leadership development of health and social care professionals: a systematic review. BMJ LEADER 2020. [DOI: 10.1136/leader-2020-000211] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
The need to develop leaders across all levels of the health system including clinical staff has been recognised. Investments are made by healthcare organisations each year to develop leadership within their workforce hence there is a need to evaluate these development programmes to investigate whether the stated objectives have been achieved. The aim of this review was to systematically review published literature on the effect of leadership development for health and social care professionals (HSCPs). The databases, CINAHL, EMBASE, ERIC, Medline, PsychInfo, Scopus and Web of Science, were systematically searched. After screening and quality analysis, nine full-text articles were included in the review. The included studies demonstrated a range of methodological quality and there was high variability in the leadership development programmes in terms of programme length, content, structure, participants and evaluation methods. Transformational leadership was the leadership model most frequently employed. The reported results suggest that these educational interventions have positive effects on participants such as improved leadership behaviours, increased confidence and workplace engagement. However, the mixed methodological quality of the studies and high variability between the courses mean that definitive recommendations for leadership development programmes for HSCPs cannot be made. High-quality, longitudinal studies using rigorous evaluation methods are needed to provide the necessary evidence to inform the development of future programmes.
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Hesselink G, Sir Ö, Öztürk E, Heiwegen N, Olde Rikkert M, Schoon Y. Effects of a geriatric education program for emergency physicians: a mixed-methods study. HEALTH EDUCATION RESEARCH 2020; 35:216-227. [PMID: 32243526 PMCID: PMC7568505 DOI: 10.1093/her/cyaa007] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/11/2019] [Accepted: 03/04/2020] [Indexed: 06/11/2023]
Abstract
Emergency physicians (EPs) often regard care for older adults as complex, while they lack sufficient geriatric skills. This study evaluates the effect of a geriatric education program on EPs' geriatric knowledge, attitude and medical practice when treating older adults. A mixed-methods study was performed on EPs from two Dutch hospitals. Effects were measured by pre-post tests of EPs' (n = 21) knowledge of geriatric syndromes and attitudes toward older adults, and by a retrospective pre-post analysis of 100 records of patients aged 70 years or more. Six EPs were purposively sampled and interviewed after completion of the education program. The program significantly improved EPs' geriatric knowledge. EPs indicated that the program improved their ability and attentiveness to recognize frailty and geriatric syndromes. The program also significantly improved EPs' attention for the older patient's social history and circumstances (P = 0.04) but did not have a significant effect on medical decision making. EPs valued especially the case-based teaching and indicated that the interactive setting helped them to better understand and retain knowledge. Combined quantitative and qualitative data suggest that EPs benefit from geriatric emergency teaching. Future enhancement and evaluation of the geriatric education program is needed to confirm benefits to clinical practice and patient outcomes.
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Affiliation(s)
- Gijs Hesselink
- Department of Emergency Medicine, Radboud University Medical Center, Nijmegen, The Netherlands
- Radboud Institute for Health Sciences, IQ Health Care, Nijmegen, The Netherlands
| | - Özcan Sir
- Department of Emergency Medicine, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Ekin Öztürk
- Department of Surgery, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Nikki Heiwegen
- Department of Emergency Medicine, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Marcel Olde Rikkert
- Department of Geriatrics, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Yvonne Schoon
- Department of Emergency Medicine, Radboud University Medical Center, Nijmegen, The Netherlands
- Department of Geriatrics, Radboud University Medical Center, Nijmegen, The Netherlands
- Radboud Institute for Health Sciences, Radboud University Medical Center, Nijmegen, The Netherlands
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Abstract
The novel coronavirus (SARS-CoV-2) pandemic has necessitated a dramatic shift in how our dermatology residents and fellows are educated. Distance or online learning has become the norm, and several national and international academic societies have combined resources to assure that continuing medical education occurs during this difficult time. The purpose of this communication is to review select online resources available to dermatology trainees and to encourage our colleagues to continue to advance our specialty through distance learning.
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Development and Validation of an Age-Appropriate Website for Children Requiring Clean Intermittent Catheterization. Rehabil Nurs 2020; 46:65-72. [PMID: 32108727 DOI: 10.1097/rnj.0000000000000253] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
PURPOSE This study describes the development and validation of an age-appropriate website for preschool children who require clean intermittent catheterization (CIC). METHODS An age-appropriate website was developed at an academic medical center in Brazil and included child-friendly characters, details of the urinary system anatomy and physiology, hand-washing, and the CIC procedure. Content was validated by physicians, nurses, and health informatics professionals. Face validity was assessed by parents. FINDINGS Content and face validity indices were 0.94 and 0.92, respectively. CONCLUSIONS The free website (www.doutorbexiga.com.br) was successfully validated and considered suitable and user-friendly for the health education of children requiring CIC. CLINICAL RELEVANCE Physicians and nurses can use the website as a model for developing similar materials. The website can be a resource for health professionals and parents of children with spinal cord injury or other neurological disorders to encourage children to learn about CIC through animated educational materials.
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Cunha ALG, Terreri MT, Len CA. VIRTUAL LEARNING ENVIRONMENT IN PEDIATRIC RHEUMATOLOGY FOR PEDIATRIC RESIDENTS. REVISTA PAULISTA DE PEDIATRIA 2020; 38:e2018189. [PMID: 31939511 PMCID: PMC6958534 DOI: 10.1590/1984-0462/2020/38/2018189] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/14/2018] [Accepted: 10/24/2018] [Indexed: 11/21/2022]
Abstract
Objective: To develop, implement and evaluate an online virtual learning environment (VLE) on pediatric rheumatology, aimed at pediatric residents, analyzing its effectiveness and satisfaction rates. Methods: A total of 92 first and second year pediatric residents at two pediatric reference centers were invited to participate in the study. Residents were randomized into a case group (that answered the pre-course test, attended the six virtual pediatric rheumatology modules, and then responded to the post-course test and a satisfaction questionnaire) and a control group (that only answered the pre-course test and, after 4 weeks, the post-course test). Results: Forty-seven residents (51%) completed their participation. In the case group (n=24), the mean percentage of correct answers was 14% higher on the post-course test (p<0.001). The number of correct answers was larger in the case group than in the control one (n=23) in the post-course test (p=0.045). In the assessment of satisfaction with VLE use, residents considered the site easy to navigate (91%), suitable as a learning tool (91%), and attractive in design (79%). They reported poor prior knowledge in pediatric rheumatology (91%) and agreed that there was good learning with the methodology (75%). Conclusions: The virtual learning environment in pediatric rheumatology proved to be an effective teaching tool with high satisfaction rates, providing pediatrician residents with adequate knowledge regarding the initial assessment and management of children with rheumatic diseases.
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Mogali SR, Vallabhajosyula R, Ng CH, Lim D, Ang ET, Abrahams P. Scan and Learn: Quick Response Code Enabled Museum for Mobile Learning of Anatomy and Pathology. ANATOMICAL SCIENCES EDUCATION 2019; 12:664-672. [PMID: 30548228 DOI: 10.1002/ase.1848] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/05/2018] [Revised: 11/27/2018] [Accepted: 11/27/2018] [Indexed: 05/22/2023]
Abstract
In the past, medical museums played a significant role in anatomy and pathology training. The attraction of medical museums has declined recently due to the emergence of information technology and innovative medical curricula. An innovative mobile learning platform has been developed using quick response (QR) codes for the museum specimens at the Lee Kong Chain School of Medicine, Singapore. High-quality images of the potted specimens were captured and combined into an album and a video using Adobe Acrobat Pro 9 and Windows Movie Maker, respectively. Subsequently, QR codes were generated linking to PDF documents with annotations, pathology, and clinical history concerning the specimens. Quick response codes were piloted in gastrointestinal teaching module for Year 2 medical students. Survey responses were obtained from students to verify the efficacy of QR as a learning tool. The majority of students either agreed or strongly agreed that it was easy to access the information about the specimen with QR codes (4.47 ± 0.84), while 96% of students agreed that they are able to correlate the specimen with the annotated images (4.56 ± 0.56). The majority of students (78%) agreed that QR codes are useful for their learning (4.22 ± 0.87), while 75% of students felt QR codes motivate them to visit Anatomy Resource Centre. Most of the students agreed that QR codes are useful for revision of materials (4.13 ± 1.07) and independent learning (4.38 ± 0.87). These findings suggest that QR codes are not only effective for students learning but also enhance their exploration experience with the museum specimens.
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Affiliation(s)
| | | | - Chee Hon Ng
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
| | - Darren Lim
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
| | - Eng Tat Ang
- Department of Anatomy, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Peter Abrahams
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
- Warwick Medical School, Warwick University, Coventry, United Kingdom
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Maciel RRBT, Chiavegato LD, Marin LS, Portella DDA, de Souza MC, Camelier FWR, Padula RS. Development of an e-health education program at the workplace using formative research - Technologies for improving quality of life. EVALUATION AND PROGRAM PLANNING 2019; 73:129-137. [PMID: 30622061 DOI: 10.1016/j.evalprogplan.2018.12.009] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2018] [Revised: 10/04/2018] [Accepted: 12/24/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND e-Learning, a means by which to expand people's access to information can be effective in promoting health in the workplace. This study to present steps in the development of an e-health education program at the workplace. OBJECTIVE This study aimed to present all steps of develop a telehealth education program for computer users using formative research to identify themes to health education for workers. METHODS A team of expert conducted focus groups with administrative workers (n = 36 participants) to identify thematic health to the development of program. Three meetings were audio video recorded, and notes. All data were based on constant analysis, classical content analysis and keywords in-context. RESULTS The content of the nine audio videos included four musculoskeletal health topics (Walking Program, Back School, Muscle Relaxation Techniques, and Work-related Musculoskeletal Diseases); three to healthy diet (Eating and Commensality, Ultra-processed Food and Food labeling, and Oil and Fat); two to mental health (Burnout Syndrome and the Meaning of work). CONCLUSION The proposed steps in the development of a workplace e-health education program were successfully achieved. The engagement of the workers' staged focus groups was fundamental to the choice of themes relevant to the population in question.
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Affiliation(s)
- Roberto Rodrigues Bandeira Tosta Maciel
- Master´s and Doctoral Program in Physical Therapy, Universidade Cidade de São Paulo, São Paulo, Brazil; Department of Life Sciences, Universidade do Estado da Bahia, Salvador, BA, Brazil.
| | - Luciana Dias Chiavegato
- Master´s and Doctoral Program in Physical Therapy, Universidade Cidade de São Paulo, São Paulo, Brazil; Pulmonology Division, Universidade Federal de São Paulo, São Paulo, Brazil
| | - Luz Stella Marin
- Department of Safety Sciences, Indiana University of Pennsylvania, Indiana, PA, USA
| | | | | | | | - Rosimeire Simprini Padula
- Master´s and Doctoral Program in Physical Therapy, Universidade Cidade de São Paulo, São Paulo, Brazil
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Bishop FL, Greville-Harris M, Bostock J, Din A, Graham CA, Lewith G, Liossi C, O'Riordan T, White P, Yardley L. Supporting informed choice in acupuncture: effects of a new person-, evidence- and theory-based website for patients with back pain. Acupunct Med 2019; 37:98-106. [PMID: 30896248 DOI: 10.1177/0964528419827228] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
OBJECTIVES To test whether a newly developed person-, theory- and evidence-based website about acupuncture helps patients make informed decisions about whether or not to use acupuncture for back pain. METHODS A randomised online study compared a newly developed 'enhanced website' to a 'standard website'. The enhanced website provided evidence-based information in a person-based manner and targeted psychological constructs. The standard website was based on a widely used patient information leaflet. In total, 350 adults with recent self-reported back pain were recruited from general practices in South West England. The two primary outcomes were knowledge change and making an informed choice about using acupuncture. Secondary outcomes were beliefs about and willingness to have acupuncture. RESULTS Participants who viewed the enhanced acupuncture website had a significantly greater increase in knowledge about acupuncture (M = 1.1, standard deviation (SD) = 1.7) than participants who viewed the standard website (M = 0.2, SD = 1.1; F(1, 315) = 37.93, p < 0.001, η2 = .107). Participants who viewed the enhanced acupuncture website were also 3.3 times more likely to make an informed choice about using acupuncture than those who viewed the standard website (χ2(1) = 23.46, p < 0.001). There were no significant effects on treatment beliefs or willingness to have acupuncture. CONCLUSION The enhanced website improved patients' knowledge and ability to make an informed choice about acupuncture, but did not optimise treatment beliefs or change willingness to have acupuncture. The enhanced website could be used to support informed decision-making among primary care patients and members of the general public considering using acupuncture for back pain.
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Affiliation(s)
- Felicity L Bishop
- 1 Centre for Clinical and Community Applications of Health Psychology, Faculty of Environmental and Life Sciences, University of Southampton, Southampton, UK
| | - Maddy Greville-Harris
- 1 Centre for Clinical and Community Applications of Health Psychology, Faculty of Environmental and Life Sciences, University of Southampton, Southampton, UK
| | - Jennifer Bostock
- 2 Institute of Psychiatry, Psychology & Neuroscience (IoPPN), King's College London, London, UK
| | - Amy Din
- 3 Centre for Innovation and Leadership in Health Sciences, University of Southampton, Southampton, UK
| | - Cynthia A Graham
- 1 Centre for Clinical and Community Applications of Health Psychology, Faculty of Environmental and Life Sciences, University of Southampton, Southampton, UK
| | - George Lewith
- 4 Primary Care and Population Sciences, University of Southampton, Southampton, UK
| | - Christina Liossi
- 1 Centre for Clinical and Community Applications of Health Psychology, Faculty of Environmental and Life Sciences, University of Southampton, Southampton, UK
| | | | - Peter White
- 3 Centre for Innovation and Leadership in Health Sciences, University of Southampton, Southampton, UK
| | - Lucy Yardley
- 1 Centre for Clinical and Community Applications of Health Psychology, Faculty of Environmental and Life Sciences, University of Southampton, Southampton, UK.,6 School of Psychological Science, University of Bristol, UK
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Gavarkovs AG, Blunt W, Petrella RJ. A protocol for designing online training to support the implementation of community-based interventions. EVALUATION AND PROGRAM PLANNING 2019; 72:77-87. [PMID: 30316943 DOI: 10.1016/j.evalprogplan.2018.10.013] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/13/2018] [Revised: 10/02/2018] [Accepted: 10/03/2018] [Indexed: 06/08/2023]
Abstract
Training program implementers through online methods represents a way of facilitating the widespread implementation of community-based interventions that is more financially and logistically feasible than traditional in-person training methods. However, there are few evidence-informed protocols or models that can guide the development of online training content in a way that is consistent with instructional best practices. This paper presents an evidence-informed protocol for developing a training website, or online training platform, to support the implementation of community-based interventions at scale, which was informed by a critical analysis of the instructional design literature and our experiences developing an online training platform for the HealtheStepsTM Lifestyle Prescription Program. The protocol is an operationalization of the ADDIE model of instructional design, and details the analysis, design, development, implementation, and evaluation stages of the process. Examples from the HealtheStepsTM program are used to illustrate the use of the protocol in practice. The protocol emphasizes the need for rigorous analysis of the target audience and a multidisciplinary literature base drawing from instructional design and implementation science. It can be used by researchers to guide the development of online training platforms to support the widespread implementation of evidence-based health interventions, thus increasing their public health impact.
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Affiliation(s)
| | - Wendy Blunt
- Center for Studies in Family Medicine, Department of Family Medicine, Schulich School of Medicine & Dentistry, Western University, London, Ontario, Canada
| | - Robert J Petrella
- Center for Studies in Family Medicine, Department of Family Medicine, Schulich School of Medicine & Dentistry, Western University, London, Ontario, Canada; Faculty of Health Sciences, Western University, London, Ontario, Canada; Lawson Health Research Institute, London, Ontario, Canada.
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Bishop FL, Greville-Harris M, Bostock J, Din A, Graham CA, Lewith G, Liossi C, O'Riordan T, White P, Yardley L. Informing Adults With Back Pain About Placebo Effects: Randomized Controlled Evaluation of a New Website With Potential to Improve Informed Consent in Clinical Research. J Med Internet Res 2019; 21:e9955. [PMID: 30664462 PMCID: PMC6354200 DOI: 10.2196/jmir.9955] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2018] [Revised: 08/28/2018] [Accepted: 10/04/2018] [Indexed: 12/12/2022] Open
Abstract
Background Placebo effects and their underpinning mechanisms are increasingly well understood. However, this is poorly communicated to participants in placebo-controlled trials. For valid informed consent, participants should be informed about the potential benefits and risks of participating in placebo-controlled trials. Existing information leaflets often fail to describe the potential benefits and adverse effects associated with placebo allocation. This study tested the effects of a new website designed to inform patients about placebo effects (The Power of Placebos, PoP). PoP was designed using qualitative methods in combination with theory- and evidence-based approaches to ensure it was engaging, informative, and addressed patients’ concerns. Objective This study aimed to test the effects of PoP, compared with a control website, on people’s knowledge about placebo and the ability to make an informed choice about taking part in a placebo-controlled trial. Methods A total of 350 adults with back pain recruited from 26 general practices in Southern England participated in this Web-based study. Participants were randomly assigned to PoP (which presented scientifically accurate information about placebo effects in an engaging way) or a control website (based on existing information leaflets from UK trials). Participants self-completed Web-based pre- and postintervention questionnaire measures of knowledge about placebo effects and preintervention questionnaire measures of attitudes toward and intentions to participate in a placebo-controlled trial. The 2 primary outcomes were (1) knowledge and (2) informed choice to take part in a placebo-controlled trial (computed from knowledge, attitudes, and intentions). Results After viewing PoP, participants had significantly greater knowledge about placebos (mean 8.28 [SD 1.76]; n=158) than participants who viewed the control (mean 5.60 [SD 2.24]; n=174; F1,329=173.821; P<.001; η2=.346). Participants who viewed PoP were 3.16 times more likely than those who viewed the control to make an informed choice about placebos (χ21=36.5; P<.001). Conclusions In a sample of adults with back pain, PoP increased knowledge and rates of informed choice about placebos compared with a control website. PoP could be used to improve knowledge about placebo effects in back pain. After essential further development and testing in clinical trial settings, it could support informed consent in placebo-controlled trials.
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Affiliation(s)
- Felicity L Bishop
- Department of Psychology, University of Southampton, Southampton, United Kingdom
| | | | - Jennifer Bostock
- Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, United Kingdom
| | - Amy Din
- Centre for Innovation & Leadership in Health Sciences, School of Health Sciences, University of Southampton, Southampton, United Kingdom
| | - Cynthia A Graham
- Department of Psychology, University of Southampton, Southampton, United Kingdom
| | - George Lewith
- Primary Care and Population Sciences, Faculty of Medicine, University of Southampton, Southampton, United Kingdom
| | - Christina Liossi
- Department of Psychology, University of Southampton, Southampton, United Kingdom
| | | | - Peter White
- Centre for Innovation & Leadership in Health Sciences, School of Health Sciences, University of Southampton, Southampton, United Kingdom
| | - Lucy Yardley
- Department of Psychology, University of Southampton, Southampton, United Kingdom.,School of Psychological Science, Faculty of Life Sciences, University of Bristol, Bristol, United Kingdom
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McDonald PL, Harwood KJ, Butler JT, Schlumpf KS, Eschmann CW, Drago D. Design for success: Identifying a process for transitioning to an intensive online course delivery model in health professions education. MEDICAL EDUCATION ONLINE 2018; 23:1415617. [PMID: 29277143 PMCID: PMC5757231 DOI: 10.1080/10872981.2017.1415617] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2017] [Accepted: 12/04/2017] [Indexed: 05/30/2023]
Abstract
UNLABELLED Intensive courses (ICs), or accelerated courses, are gaining popularity in medical and health professions education, particularly as programs adopt e-learning models to negotiate challenges of flexibility, space, cost, and time. In 2014, the Department of Clinical Research and Leadership (CRL) at the George Washington University School of Medicine and Health Sciences began the process of transitioning two online 15-week graduate programs to an IC model. Within a year, a third program also transitioned to this model. A literature review yielded little guidance on the process of transitioning from 15-week, traditional models of delivery to IC models, particularly in online learning environments. Correspondingly, this paper describes the process by which CRL transitioned three online graduate programs to an IC model and details best practices for course design and facilitation resulting from our iterative redesign process. Finally, we present lessons-learned for the benefit of other medical and health professions' programs contemplating similar transitions. ABBREVIATIONS CRL: Department of Clinical Research and Leadership; HSCI: Health Sciences; IC: Intensive course; PD: Program director; QM: Quality Matters.
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Affiliation(s)
- Paige L. McDonald
- Department of Clinical Research and Leadership, George Washington University School of Medicine and Health Sciences, Washington, DC, USA
| | - Kenneth J. Harwood
- Department of Clinical Research and Leadership, George Washington University School of Medicine and Health Sciences, Washington, DC, USA
| | - Joan T. Butler
- Department of Clinical Research and Leadership, George Washington University School of Medicine and Health Sciences, Washington, DC, USA
| | - Karen S. Schlumpf
- Department of Clinical Research and Leadership, George Washington University School of Medicine and Health Sciences, Washington, DC, USA
| | - Carson W. Eschmann
- Department of Clinical Research and Leadership, George Washington University School of Medicine and Health Sciences, Washington, DC, USA
| | - Daniela Drago
- Department of Clinical Research and Leadership, George Washington University School of Medicine and Health Sciences, Washington, DC, USA
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Harwood KJ, McDonald PL, Butler JT, Drago D, Schlumpf KS. Comparing student outcomes in traditional vs intensive, online graduate programs in health professional education. BMC MEDICAL EDUCATION 2018; 18:240. [PMID: 30342525 PMCID: PMC6196001 DOI: 10.1186/s12909-018-1343-7] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/03/2018] [Accepted: 10/05/2018] [Indexed: 05/22/2023]
Abstract
BACKGROUND Health professions' education programs are undergoing enormous changes, including increasing use of online and intensive, or time reduced, courses. Although evidence is mounting for online and intensive course formats as separate designs, literature investigating online and intensive formats in health professional education is lacking. The purpose of the study was to compare student outcomes (final grades and course evaluation ratings) for equivalent courses in semester long (15-week) versus intensive (7-week) online formats in graduate health sciences courses. METHODS This retrospective, observational study compared satisfaction and performance scores of students enrolled in three graduate health sciences programs in a large, urban US university. Descriptive statistics, chi square analysis, and independent t-tests were used to describe student samples and determine differences in student satisfaction and performance. RESULTS The results demonstrated no significant differences for four applicable items on the final student course evaluations (p values range from 0.127 to 1.00) between semester long and intensive course formats. Similarly, student performance scores for final assignment and final grades showed no significant differences (p = 0.35 and 0.690 respectively) between semester long and intensive course formats. CONCLUSION Findings from this study suggest that 7-week and 15-week online courses can be equally effective with regard to student satisfaction and performance outcomes. While further study is recommended, academic programs should consider intensive online course formats as an alternative to semester long online course formats.
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Affiliation(s)
- Kenneth J. Harwood
- Department of Clinical Research and Leadership, George Washington University School of Medicine and Health Sciences, 2100 Pennsylvania Ave NW, Rm 352, Washington, DC 20037-3202 USA
| | - Paige L. McDonald
- Department of Clinical Research and Leadership, George Washington University School of Medicine and Health Sciences, 2000 W Pennsylvania Ave, NW, Rm 236, Washington, DC 20006 USA
| | - Joan T. Butler
- Department of Clinical Research and Leadership, George Washington University School of Medicine and Health Sciences, 2100 Pennsylvania Ave NW, Ofc 356, Washington, DC 20037-3202 USA
| | - Daniela Drago
- Department of Clinical Research and Leadership, George Washington University School of Medicine and Health Sciences, 2100 Pennsylvania Ave NW, Ste 362, Washington, DC 20037-3202 USA
| | - Karen S. Schlumpf
- Department of Clinical Research and Leadership, George Washington University School of Medicine and Health Sciences, 2100 Pennsylvania Ave NW, Ste 368, Washington, DC 20037-3202 USA
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van Uum RT, Venekamp RP, Sjoukes A, van de Pol AC, de Wit GA, Schilder AGM, Damoiseaux RAMJ. Optimising pain management in children with acute otitis media through a primary care-based multifaceted educational intervention: study protocol for a cluster randomised controlled trial. Trials 2018; 19:501. [PMID: 30223903 PMCID: PMC6142388 DOI: 10.1186/s13063-018-2880-4] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2018] [Accepted: 08/27/2018] [Indexed: 11/10/2022] Open
Abstract
Background Whilst current guidelines highlight the importance of pain management for children with acute otitis media (AOM), there is evidence to suggest that this is not implemented in everyday practice. We have developed a primary care-based multifaceted educational intervention to optimise pain management in children with AOM, and we trial its clinical and cost effectiveness. Methods This cluster randomised controlled trial aims to recruit 250 children aged 6 months to 10 years presenting with AOM to general practitioners (GPs) in 30 primary care centres (PCCs) across the Netherlands. GPs in the PCCs allocated to the intervention group receive a blended GP educational programme (online and face-to-face training). The intervention asks GPs to proactively discuss pain management with parents using an information leaflet, and to prescribe paracetamol and ibuprofen according to current guidelines. GPs in both groups complete an online module illustrating various otoscopic images to standardise AOM diagnosis. GPs in the PCCs allocated to the control group do not receive any further training and provide ‘care as usual’. During the 4-week follow-up, parents complete a symptom diary. The primary outcome is the difference in parent-reported mean earache scores over the first 3 days. Secondary outcomes include both number of days with earache and fever, GP re-consultations for AOM, antibiotic prescriptions, and costs. Analysis will be by intention-to-treat. Discussion The optimal use of analgesics through the multifaceted intervention may provide symptom relief and thereby reduce re-consultations and antibiotic prescriptions in children with AOM. Trial registration Netherlands Trial Register, NTR4920. Registered on 19 December 2014. Electronic supplementary material The online version of this article (10.1186/s13063-018-2880-4) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Rick T van Uum
- Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht University, Stratenum 5.143, PO Box 85500, 3508, GA, Utrecht, The Netherlands.
| | - Roderick P Venekamp
- Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht University, Stratenum 5.143, PO Box 85500, 3508, GA, Utrecht, The Netherlands
| | - Alies Sjoukes
- Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht University, Stratenum 5.143, PO Box 85500, 3508, GA, Utrecht, The Netherlands
| | - Alma C van de Pol
- Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht University, Stratenum 5.143, PO Box 85500, 3508, GA, Utrecht, The Netherlands
| | - G Ardine de Wit
- Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht University, Stratenum 5.143, PO Box 85500, 3508, GA, Utrecht, The Netherlands.,Centre for Nutrition, Prevention and Healthcare, National Institute of Public Health and the Environment, Bilthoven, The Netherlands
| | - Anne G M Schilder
- Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht University, Stratenum 5.143, PO Box 85500, 3508, GA, Utrecht, The Netherlands.,evidENT, Ear Institute, University College London, London, UK
| | - Roger A M J Damoiseaux
- Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht University, Stratenum 5.143, PO Box 85500, 3508, GA, Utrecht, The Netherlands
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O’Doherty D, Dromey M, Lougheed J, Hannigan A, Last J, McGrath D. Barriers and solutions to online learning in medical education - an integrative review. BMC MEDICAL EDUCATION 2018; 18:130. [PMID: 29880045 PMCID: PMC5992716 DOI: 10.1186/s12909-018-1240-0] [Citation(s) in RCA: 345] [Impact Index Per Article: 57.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/18/2017] [Accepted: 05/25/2018] [Indexed: 05/18/2023]
Abstract
BACKGROUND The aim of this study is to review the literature on known barriers and solutions that face educators when developing and implementing online learning programs for medical students and postgraduate trainees. METHODS An integrative review was conducted over a three-month period by an inter-institutional research team. The search included ScienceDirect, Scopus, BioMedical, PubMed, Medline (EBSCO & Ovid), ERIC, LISA, EBSCO, Google Scholar, ProQuest A&I, ProQuest UK & Ireland, UL Institutional Repository (IR), UCDIR and the All Aboard Report. Search terms included online learning, medical educators, development, barriers, solutions and digital literacy. The search was carried out by two reviewers. Titles and abstracts were screened independently and reviewed with inclusion/exclusion criteria. A consensus was drawn on which articles were included. Data appraisal was performed using the Critical Appraisal Skills Programme (CASP) Qualitative Research Checklist and NHMRC Appraisal Evidence Matrix. Data extraction was completed using the Cochrane Data Extraction Form and a modified extraction tool. RESULTS Of the 3101 abstracts identified from the search, ten full-text papers met the inclusion criteria. Data extraction was completed on seven papers of high methodological quality and on three lower quality papers. Findings suggest that the key barriers which affect the development and implementation of online learning in medical education include time constraints, poor technical skills, inadequate infrastructure, absence of institutional strategies and support and negative attitudes of all involved. Solutions to these include improved educator skills, incentives and reward for the time involved with development and delivery of online content, improved institutional strategies and support and positive attitude amongst all those involved in the development and delivery of online content. CONCLUSION This review has identified barriers and solutions amongst medical educators to the implementation of online learning in medical education. Results can be used to inform institutional and educator practice in the development of further online learning.
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Affiliation(s)
- Diane O’Doherty
- Graduate Entry Medical School, University of Limerick, Limerick, Ireland
| | - Marie Dromey
- School of Medicine, University College Dublin, Dublin, Ireland
| | - Justan Lougheed
- Graduate Entry Medical School, University of Limerick, Limerick, Ireland
| | - Ailish Hannigan
- Graduate Entry Medical School, University of Limerick, Limerick, Ireland
| | - Jason Last
- University College Dublin, Dublin, Ireland
| | - Deirdre McGrath
- Graduate Entry Medical School, University of Limerick, Limerick, Ireland
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Van Eerdenbrugh S, Packman A, Onslow M, O'brian S, Menzies R. Development of an internet version of the Lidcombe Program of early stuttering intervention: A trial of Part 1. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2018; 20:216-225. [PMID: 27908200 DOI: 10.1080/17549507.2016.1257653] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/26/2015] [Accepted: 10/24/2016] [Indexed: 06/06/2023]
Abstract
PURPOSE There is evidence that access to treatment for early stuttering is not available for all who need it. An internet version of the Lidcombe Program for early stuttering (Internet-LP) has been developed to deal with this shortfall. The LP is suitable for such development because it is delivered by parents in the child's everyday environment, with training by a speech-language pathologist. A Phase I trial of Internet-LP Part 1, comprising parent training, is reported here. METHOD Eight parents of pre-schoolers who stutter were recruited and six completed the trial. RESULT Post-trial assessment indicated that the parents scored well for identifying and measuring stuttering and for knowledge about conducting practice sessions, including how to present verbal contingencies during practice sessions. CONCLUSION The results prompted minor adjustments to Part 1 and guided the construction of Part 2, which instructs parents during the remainder of the treatment process.
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Affiliation(s)
- Sabine Van Eerdenbrugh
- a Australian Stuttering Research Centre, The University of Sydney , Lidcombe , Australia and
- b Thomas More University College , Antwerp , Belgium
| | - Ann Packman
- a Australian Stuttering Research Centre, The University of Sydney , Lidcombe , Australia and
| | - Mark Onslow
- a Australian Stuttering Research Centre, The University of Sydney , Lidcombe , Australia and
| | - Sue O'brian
- a Australian Stuttering Research Centre, The University of Sydney , Lidcombe , Australia and
| | - Ross Menzies
- a Australian Stuttering Research Centre, The University of Sydney , Lidcombe , Australia and
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Straker HO, McDonald PL, Barnett JS, Collins A. Leveraging E-Learning for Pedagogical Innovation in PA Education. J Physician Assist Educ 2018; 29:62-66. [PMID: 29461458 DOI: 10.1097/jpa.0000000000000189] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Affiliation(s)
- Howard O Straker
- Howard O. Straker, MPH, PA-C, is an assistant professor and director of Community Medicine, Department of Physician Assistant Studies, George Washington University School of Medicine and Health Sciences, Washington, DC. Paige L. McDonald, EdD, MA, is an assistant professor and director of Curriculum in Translational Health Sciences in the Department of Clinical Research and Leadership, George Washington University School of Medicine and Health Sciences, Washington, DC. Jacqueline S. Barnett, DHSc, MSHS, PA-C, is an associate professor and associate program director, Department of Community and Family Medicine, Duke University Physician Assistant Program, Durham, North Carolina. Ashté Collins, MD, FASN, is an assistant professor of Medicine, Division of Kidney Disease and Hypertension, Department of Medicine, George Washington University School of Medicine and Health Sciences, Washington, DC
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